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Relevant bibliographies by topics / Anishinaabe pedagogy

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Journal articles
Dissertations / Theses

Academic literature on the topic 'Anishinaabe pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Anishinaabe pedagogy"

1

Gross, Lawrence. "Some Elements of American Indian Pedagogy from an Anishinaabe Perspective." American Indian Culture and Research Journal 34, no. 2 (2010): 11–26. http://dx.doi.org/10.17953/aicr.34.2.y26251u21k147623.

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2

Humeniuk, Lo, and Jeff Kiyoshk Ross. "Indigenous Librarianship: Interview with Jeff Kiyoshk Ross." IJournal: Graduate Student Journal of the Faculty of Information 6, no. 1 (2020): 1–11. http://dx.doi.org/10.33137/ijournal.v6i1.35268.

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Jeff Kiyoshk Ross is an Anishinaabe Ojibway educator and the Resource Centre Coordinator at First Nations House at the University of Toronto, which currently houses a small non-circulating library of books as well as documents and other materials. In this interview conducted in the fall of 2019, he spoke of his role, the balance and distinctions between traditional knowledge and Western pedagogy, programming, curating, and more.

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3

Simard, Estelle Marie. "Critical Indigenous ways of knowing: Research, narratives, and self-actualisation." International Journal of Critical Indigenous Studies, December 8, 2020, 139–57. http://dx.doi.org/10.5204/ijcis.v13i1.1636.

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Abstract: The process of Indigenous research methodologies has existed within the Anishinaabe worldview for over a millennium. The Anishinaabe-centric author presents and highlights a pathway of Indigenous research methodologies, and critically analyses research, pedagogy and attachment through an Indigenous research methodology. Indigenous research lives within the Anishinaabe language as a cultural process for understanding purpose, in addition to understanding the specific gifts unknown to the researcher. This article identifies Anishinaabe Gikendaasowin as a manner of centring oneself with

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4

Peltier, Sharla Mskokii. "The Child Is Capable: Anishinaabe Pedagogy of Land and Community." Frontiers in Education 6 (August 31, 2021). http://dx.doi.org/10.3389/feduc.2021.689445.

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Situated within a post-Truth and Reconciliation Commission Canadian context, educators are seeking Wisdom to create space in schools for Indigenous Knowledges, perspectives, languages, and histories. An Anishinaabe scholar invites readers to make meaningful connections to knowledge from experience that centers the child within the context of an Anishinaabe summer harvest camp, a competition powwow, and a smokehouse. The storyteller takes an inward turn, exploring features of the communal learning process conducive to the learning spirit, self-evaluation, and participation in learning and teach

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5

Jacobs, Clint, Candy Donaldson, Jessica T. Ives, Katrina Keeshig, Torey Day, and Catherine Febria. "Weaving Indigenous and Western Science Knowledges Through a Land-Based Field Course at Bkejwanong Territory (Laurentian Great Lakes)." Case Studies in the Environment 5, no. 1 (2021). http://dx.doi.org/10.1525/cse.2021.1422042.

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In response to a growing interest in building Indigenous-led educational experiences, we codeveloped a land-based field course that wove Indigenous ways of knowing together with Western ecological concepts. The spirit of the course was the one rooted in varied ways of knowing nature, on the land, the water, and the culture—to see the Great Lakes from an Anishinaabe perspective. Situated in the heart of the Laurentian Great Lakes Basin at Bkejwanong Territory (Walpole Island First Nation), in the Traditional Territory of the Three Fires Confederacy of First Nations (Ojibwe, Odawa, and Potawatom

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Dissertations / Theses on the topic "Anishinaabe pedagogy"

1

Chartrand, Rebecca. "Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy." Canadian Journal of Native Education, 2012. http://hdl.handle.net/1993/31755.

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Using a bifocal, place conscious Anishinaabe-Western/Euro-Canadian lens, the evolution of Aboriginal education is examined from a personal and professional perspective. Meaning surfaces from the lived-experiences of the author, an Anishinaabe woman, educator, parent, community member and Aboriginal education specialist, and what continues to unfold at national, provincial and local levels as “Aboriginal education” with an emphasis on what is taking place in south central Manitoba. The thesis highlights the resurgence of Indigenous ways of knowing, teaching and learning, specifically Anishinaab

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2

Chacaby, Maya. "Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization." Thesis, 2011. http://hdl.handle.net/1807/30080.

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In Anishinaabemowin (Ojibwe language), Kipimoojikewin refers to our inheritance, or the things we carry with us. While Anishinaabemowin, Anishinaabe (Ojibwe) pedagogy and research practices are all part of our inheritance, so too is a legacy of colonial violence and historic trauma. This paper details one journey towards the language; the struggle through a colonial terrain rife with institutional and cognitive barriers, the journey to return to Anishinaabe ways of knowing, to articulating Anishinaabe pedagogy in a contemporary urban context and the work done to fulfill the vision of the Elder

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