University of Saskatchewan

wâhkôhtowin: Indigenizing Practice in Post Secondary Education: Linking Kindred Spirits Conference

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The University of Saskatchewan’s College of Education, in cooperation with the Gwenna Moss Centre for Teaching Effectiveness, invite you to register for wâhkôhtowin: Indigenizing Practice in Post Secondary Education: Linking Kindred Spirits Conference on September 18-20, 2014 which will take place in Saskatoon, SK at the University of Saskatchewan.

EARLY BIRD (until Aug 7, 2014)

  • Individual Rate $200.00

 After August 7, 2014

  • Individual Rate $250.00
  • Student Rate $50.00*  please note that Department of Educational Psychology & Special Education has donated money to help subsidize the student rate
  • Daily Rate $100.00

This conference is intended for faculty, students, and educators who are working on Indigenizing and decolonizing their teaching practice in a post secondary environment. This conference will bring together ‘kindred spirits’ to unpack decolonization and share Indigenization processes and methods to transform educational practices. Keynote speakers are The Right Honorable Paul Martin and Elder Be’sha Blondin.

For more details or to register, please visit http://www.usask.ca/wahkohtowin2014/

CFP- wahkohtowin: Indigenizing Practice: Linking Kindred Spirits

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The College of Education, in cooperation with the Gwenna Moss Centre for Teaching Effectiveness, invite all faculty and instructional staff to submit paper or poster proposals to “wahkohtowin: Indigenizing Practice: Linking Kindred Spirits,” a conference taking place from September 18-20, 2014 at the University of Saskatchewan in Saskatoon. Paper and poster proposals will be accepted until June 15, 2014. Please use the on-line submission at http://www.usask.ca/wahkohtowin2014/call_for_proposals.php

Registration is being set up on line and will be available soon.

The conference theme and sub themes are as follows:

Bringing together “kindred spirits” to unpack decolonization and kindle Indigenization processes and methods to transform educational practices.

·      Indigenous theory, theorizing and applications to disciplinary knowledges

·      Decolonizing and anti-oppressive practices, content, and curriculum for all students

·      Storytelling, Indigenous knowledge protocols and working with Elders, knowledge keepers and its significance to Treaty and Indigenous Sovereignty

·      Examining land, language and culture with land-based knowledge

·      Bringing Indigenous knowledge into the classroom through animating indigenous content, humour, practice, and courses in post-secondary teaching

·      Ethics, Research, and Protocols and Research Ethics in Indigenizing Practice

Subthemes:

·      Indigenous methodologies in research practices

·      Aboriginal Teacher Education Programs (ATEPs)

·      Shifting identities in classrooms by employing Indigenous content, knowledges, worldviews, and practices

·      Use of technology in an Indigenized classroom and post-secondary environment

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