LEARNING OPPORTUNITY FOR INDIGENOUS STUDENTS
Vancouver Coastal Health’s Aboriginal Health Department has a pilot project opportunity! A select few will be given the opportunity to work alongside Indigenous Elders and Knowledge Keepers. Traditional teachings tell us our Elders & Knowledge Keepers must always have Helpers for safety and so that the knowledge can be passed onto the next generation. We are looking for Indigenous students who would like to be Helpers for our Elders & Knowledge Keepers program.
The Helpers group will start small and then grow as we assess and make adjustments. The pilot project’s initial roll out will contain four adults, eight youth and two Traditional Elders. The adults will commit to a minimum of sixteen hours a month while the youth will commit to a minimum of four hours per month [The hours do have some flexibility].
The work of the Elder & Knowledge Keepers (KK) is very diverse at Vancouver Coastal health as noted below:
- Use traditional ways to support Indigenous patients with their families in health care settings;
- Provide cultural support to Indigenous patients and their families in crisis or at times of passing;
- Provide cultural teachings and guidance at health authority meetings (addictions, mental health, DTES, youth, seniors, maternity, health care education, etc.);
- Lead and provide cultural support to small groups in health care settings, such as Indigenous youth at the HOpe, or Indigenous seniors in long-term hospital care;
- Share Indigenous teachings at meetings, conferences and workshops;
- Provide openings/closings/land acknowledgments for Vancouver Coastal Health conferences/gatherings/events.
Description: Indigenous Medicine – VCH – Student Opportunities
Please contact Shawna.firstname.lastname@example.org for more information.
Job – Adjunct Professor, Introduction to Creative Writing with an Indigenous Focus, UBC Vancouver. Due: Aug 15, 2017
The Creative Writing Program at the University of British Columbia – Vancouver seeks to hire an Adjunct Professor to teach CRWR 220: Introduction to Creative Writing with an Indigenous Focus. The successful candidate will teach creative writing across three genres. CRWR 220 is a 3-hour course (meets once for 3 hours OR twice weekly at 1.5 hours) with a maximum enrolment of 50 students. This 3-credit course will be scheduled in 2017 Winter session, term 2 (January to April 2018).
Requirements: An MFA degree is preferred, but a Bachelor’s degree combined with a strong record of creative writing credits will be considered as well. Applicants must have demonstrated excellence in at least three of the following genres: fiction, poetry, creative nonfiction, radio drama, podcasting, stage play, screen and television, graphics, and storytelling. Teaching experience at the postsecondary level in the workshop format and strong pedagogical and organizational skills are essential.
Applicants are asked to apply through our online application site at http://creativewriting.ubc.ca/program-information/opportunities/adjunct-instructor-indigenous-focus/ with a letter of application, current CV, and evidence of teaching ability and effectiveness (course outlines, student evaluations, etc.).
Applicants should also arrange for two confidential letters of recommendation to be sent under separate cover by email to: email@example.com.
Deadline for applications and recommendation letters: Tuesday August 15, 2017.
Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Métis, Inuit, or Indigenous person. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.
Canadian Journal of Education
Canadian Journal of Education/Revue canadienne de l’éducation has just published its latest issue [Vol 39, No 4 (2016)] at http://www.cje-rce.ca/index.php/cje-rce. We invite you to review the Table of Contents on our site and review articles and items of interest.
|Editorial | December 2016|
|Christopher DeLuca, Theodore M. Christou||1-3|
|Les enseignants issus de la diversité ethnoculturelle représentent-ils une valeur ajoutée pour la profession ? Résultats d’une étude menée en Suisse romande||PDF (Français)|
|Stéphanie Bauer, Abdeljalil Akkari||1-25|
|Documenter les façons de faire d’enseignants de 6e année du primaire en mathématiques, en lecture et en écriture dans toutes les étapes de la démarche d’évaluation||PDF (Français)|
|Lakshmee Devi Ramoo, Micheline-Joanne Durand||1-24|
|Revisiting the Challenges Linked to Parenting and Home–School Relationships at the High School Level|
|Rollande Deslandes, Sylvie Barma||1-32|
|Développer le sens du métier pour favoriser le bienêtre en formation initiale à l’enseignement||PDF (Français)|
|Enseigner en milieu francophone minoritaire canadien: synthèse des connaissances sur les défis et leurs implications pour la formation des enseignants||PDF (Français)|
|Martine Cavanagh, Laurent Cammarata, Sylvie Blain||1-32|
|From Cultural Deprivation to Individual Deficits: A Genealogy of Deficiency in Inuit Adult Education|
|Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education|
|Chris Gilham, Joanne Tompkins||1-25|
|Étude de conditions didactiques favorables à la décontextualisation des connaissances mathématiques||PDF (Français)|
|Lire des textes de fiction et des textes informatifs aux élèves du préscolaire et du primaire : analyse des interactions extratextuelles des enseignants||PDF (Français)|
|Evolving Practices: Admissions Policies in Ontario Teacher Education Programs|
|Michael Holden, Julian Kitchen||1-28|
Book Reviews/Recensions d’ouvrages
|Indigenous Business in Canada: Principles and Practices|
|Melanie Nelson, Matthew Waugh||1-4|
|Self-Construction and Social Transformation: Lifelong, Lifewide and Life-deep Learning|
|GRIT: The Power of Passion and Perseverance|
CFP – Rising Up: Indigenous Knowledge and Research in Indigenous Studies Graduate Student Conference, University of Manitoba. Due: Feb 3, 2017
Laura Forsythe, B.A., B Ed.
Native Studies Graduate Students Association
EDCP 508 (031): Researching in Cross-Cultural and Global Contexts open to all students
The focus of this advanced research methodology course is to guide students in the design and enactment of cross-cultural research with Indigenous and other marginalized peoples in local and global contexts. While mainstream research primarily privileges the generation of new knowledge, there is growing call for re-generation of the ‘ten thousand different voices’ that still exist on this planet to address global social and ecological injustices and other critical issues facing life on earth. These knowledges are based on millennia of observation and lived experiences that bring together human, non-human and more-than-human intelligences and agencies, gesturing toward radically reimagined and enacted research affiliations, relationships and responsibilities.
This course offers students an opportunity to examine the challenges of conducting research across different worldviews, knowledge systems, languages, geographies, and ecologies. In this era of epistemic hegemony, neoliberalism, global capitalism and climate change, students will consider research method(ologie)s and research projects that promote equity, social and environmental justice, and living in a good way with all our relations. Students will critically reflect on their own philosophical, historical, cultural, epistemological, ontological, and relational life narratives and how they influence the methodological shaping of their own research projects. It is recommended that students come to this course having already completed EDUC 500: Introduction to Research Methodologies.
Winter Term 1, 2016 Day: Monday Time: 4:40PM – 7:30PM
Professor: Dr. Peter Cole firstname.lastname@example.org
Call for papers, Duranbinjma-Burre: International Indigenous Knowledge Conference, Australia. Due: Sept 30, 2016
THE WEARURUK RESEARCH CENTRE
INSTITUTE OF KOORIE EDUCATION DEAKIN UNIVERSITY AUSTRALIA CALL FOR PAPERS
Duranbinjma-Burre: International Indigenous Knowledge Conference Australia 26 – 28 June 2017
The interdisciplinary conference, Duranbinjma-Burre: International Indigenous Knowledge Conference Australia to be hosted by the Wearuruk Research Centre at the Institute of Koorie Education Deakin University will examine the impact of Indigenous Knowledge systems and approaches to research across the disciplines of the Humanities and Creative Arts, Education, Health, Law and Philosophy. It aims to extend debates on how Indigenous ontology and epistemology articulate modes of knowledge production that give rise to transforming discourses and have the capacity to solve real world problems.
Leading and emerging Scholars from Australia and overseas will extend the frontiers of this burgeoning paradigm of research through debates on how Indigenous knowledge systems have the potential to reframe western approaches to knowledge by articulating the implications, applications and benefits of indigenous research both within and beyond Indigenous communities and research arenas.
Duranbinjma-Burre denotes the idea of the growing up and nurturing of persons, ideas and entities. This notion is aligned with our aim of illuminating and advancing Indigenous Paradigms of knowledge production and transmission. The question of what new knowledge and understandings Indigenous approaches can reveal that may not be revealed by other modes of research underpins the objectives of this conference. Further questions outlined below and that provide a framework for articulating this are based on the work a group of postgraduate researchers from the Institute of Koorie Education, Deakin University Australia.
Distinguished Professor Hingangaroa Smith is an internationally renowned Māori educationalist who has been at the forefront of the alternative Māori initiatives in the education field and beyond. Professor Smith has made significant contributions to the political, social, economic and cultural advancement of Māori communities. He has also worked extensively with other indigenous/ First Nations peoples across the world, including Canada, Hawaii, US mainland, Taiwan, Chile, Australia and the Pacific nations.
Pausauraq Jana Harcharek has worked with the North Slope Borough School District (NSBSD) in the department of Iñupiaq Education for over fifteen years. During this time she facilitated a number of long-term projects including the Iñupiaq Education Initiative that resulted in the development of the Iñupiaq Learning Framework (ILF). Jana has been a critical force in promoting and maintaining the Iñupiaq culture, language and way of life in education.
Professor Norm Sheehan is a Wiradjuri man born in Mudgee NSW. In 2013 Professor Sheehan commenced as Director of Gnibi College of Indigenous Australian Peoples Southern Cross University. Norm’s current Respectful Design research seeks to outline and employ culturally recognisable and affirming methods to activate cultural growth and redirection within communities.
• What is reality? How is it seen and how do meanings emerge from Australian Indigenous Knowledge systems? Art and Symbols
- What is the importance of symbols, story-telling and art in Indigenous research?
- How are natural, symbolic, material, spiritual and ceremonial entities related in Indigenous Knowledge systems?
- How is time viewed in Indigenous Epistemology and ontology?
- In what ways does the researcher’s lived experience influence and validate knowledge emerging from research
- How does the researcher’s experience operate in relation to the experience of others? Positioning
- How are men and women positioned in relation to Land and Country?
- Who is seen and heard in Indigenous research?
- How do visible/invisible and outsider/insider relations operate
- Who benefits from the research? Who controls the research and the emergent knowledge?
Abstracts of 250 words are invited for single authored or co- authored 20–minute presentations that address (though not exclusively nor comprehensively) the above questions for consideration through double blind refereeing. Please also include the title of your paper, a 150- word biography, institutional affiliation and full contact details with your submission
Presenters will later be invited to submit full papers to be refereed for publication in full conference proceedings.
Please send abstracts by 30 September 2016: Ms Julie Nichols Email: email@example.com