Relevant bibliographies by topics / Indian artists – British Columbia – Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Indian artists – British Columbia – Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Indian artists – British Columbia – Education"

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Mardiros, Marilyn. "Preparing Native Indian RNs in British Columbia." Practicing Anthropology 10, no. 2 (1988): 8–9. http://dx.doi.org/10.17730/praa.10.2.q36316234501h246.

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In 1981 the Nisga'a Tribal Council in New Aiyansh and North Coast Tribal Council in Prince Rupert commissioned a feasibility study to determine whether there was interest among Indian people of coastal British Columbia in pursuing registered nurse (RN) education. The study resulted in a three year project, the Northern Native Indian Professional Nursing Program (NNIPNP) offering RN preparation which addressed the personal, social and cultural needs of prospective students, their families and communities, while ensuring quality education at par with provincial standards. This article discusses
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Chapple, Eve, and Helen Raptis. "From Integration to Segregation: Government Education Policy and the School at Telegraph Creek, British Columbia, 1906–1951." Journal of the Canadian Historical Association 24, no. 1 (2014): 131–62. http://dx.doi.org/10.7202/1024999ar.

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This article explores the unique circumstances surrounding the provincial school at Telegraph Creek in northwestern British Columbia, which was initially established for white settler children by Presbyterian missionaries in 1906. Local public school trustees permitted the attendance of Indigenous (specifically Tahltan) children year after year to maintain the minimum enrolment required to receive provincial funding. Combined with an annual tuition grant from the Department of Indian Affairs for the schooling of status Indian children, the Telegraph Creek public school functioned as an integra
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Raptis, Helen. "Actors, Ideas, and Institutions: The Forces Driving Integrated Education Policy in British Columbia, 1947–1951." History of Education Quarterly 58, no. 4 (2018): 537–66. http://dx.doi.org/10.1017/heq.2018.30.

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British Columbia (BC) charted its own course in 1949 when it passed legislation permitting Indigenous children to be schooled in provincial public schools. That is, BC's law predated federal legislation allowing integrated schooling by two years. This paper examines how and why BC followed its own policy path with respect to the schooling of Indian children in the years immediately following World War II. It illustrates three key forces propelling BC's integration agenda: policy actors, ideas, and institutional structures. Indigenous and non-Indigenous policy actors were shaped by the discours
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Dickason, Olive Patricia. "Legacies and Challenges: Amerindians in Contemporary CanadaINDIAN EDUCATION IN CANADA. I: THE LEGACY, 168pp. II: THE CHALLENGE, 256pp. Ed. Jean Barman, Yvonne Hébert, and Don McCaskill. Vancouver: University of British Columbia Press, 1986-87.A NARROW VISION: DUNCAN CAMPBELL SCOTT AND THE ADMINISTRATION OF INDIAN AFFAIRS IN CANADA. E. Brian Titley. Vancouver: University of British Columbia Press, 1986. 245pp.THE GENTLE PERSUADER: A BIOGRAPHY OF JAMES GLADSTONE, INDIAN SENATOR. Hugh A. Dempsey. Saskatoon: Western Producer Prairie Books, 1986. 225pp." Journal of Canadian Studies 23, no. 3 (1988): 170–76. http://dx.doi.org/10.3138/jcs.23.3.170.

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"Indian Art Education and Contemporary Art Practices." International Journal For Innovative Engineering and Management Research, September 25, 2021, 113–20. http://dx.doi.org/10.48047/ijiemr/v10/i09/16.

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Arts education is a distinct academic discipline in India, with governmental and private institutions offering specialised training in the arts.Religious paradigms such as the Hindu Ashram and Muslim madrasas, Buddhist monastery etc., were used to build ancient Indian educational systemsuntil the British instituted schools following their system of preparatory schools under the Cambridge system to promote service to the British Empire. As a result, Indian perceptions of literacy and education, as well as the culture of learning, have shiftedincluding, in the context of the arts, the concepts o
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Raptis, Helen. "Implementing Integrated Education Policy for On-Reserve Aboriginal Children in British Columbia, 1951-1981." Historical Studies in Education / Revue d'histoire de l'éducation, June 3, 2008, 118–46. http://dx.doi.org/10.32316/hse/rhe.v20i1.26.

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In 1951, the Canadian government changed the Indian Act to allow for the integration of previously segregated on-reserve aboriginal children into the nation’s public schools. Although British Columbia’s first integration initiatives actually predate the 1951 legislative changes, most on-reserve children did not attend off-reserve public schools until after 1951. As elsewhere in Canada, British Columbia heralded the 1951 legislation with fanfare and optimism. However, three decades later the Union of BC Indian Chiefs issued a policy statement calling for alternative options for aboriginal child
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Carleton, Sean. "‘The children show unmistakable signs of Indian blood’: Indigenous children attending public schools in British Columbia, 1872–1925." History of Education, March 9, 2021, 1–25. http://dx.doi.org/10.1080/0046760x.2021.1879281.

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Das, Devaleena. "What’s in a Term: Can Feminism Look beyond the Global North/Global South Geopolitical Paradigm?" M/C Journal 20, no. 6 (2017). http://dx.doi.org/10.5204/mcj.1283.

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Introduction The genealogy of Feminist Standpoint Theory in the 1970s prioritised “locationality”, particularly the recognition of social and historical locations as valuable contribution to knowledge production. Pioneering figures such as Sandra Harding, Dorothy Smith, Patricia Hill Collins, Alison Jaggar, and Donna Haraway have argued that the oppressed must have some means (such as language, cultural practices) to enter the world of the oppressor in order to access some understanding of how the world works from the privileged perspective. In the essay “Meeting at the Edge of Fear: Theory on
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Woldeyes, Yirga Gelaw. "“Holding Living Bodies in Graveyards”: The Violence of Keeping Ethiopian Manuscripts in Western Institutions." M/C Journal 23, no. 2 (2020). http://dx.doi.org/10.5204/mcj.1621.

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IntroductionThere are two types of Africa. The first is a place where people and cultures live. The second is the image of Africa that has been invented through colonial knowledge and power. The colonial image of Africa, as the Other of Europe, a land “enveloped in the dark mantle of night” was supported by western states as it justified their colonial practices (Hegel 91). Any evidence that challenged the myth of the Dark Continent was destroyed, removed or ignored. While the looting of African natural resources has been studied, the looting of African knowledges hasn’t received as much atten
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Subramanian, Shreerekha Pillai. "Malayalee Diaspora in the Age of Satellite Television." M/C Journal 14, no. 2 (2011). http://dx.doi.org/10.5204/mcj.351.

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This article proposes that the growing popularity of reality television in the southernmost state of India, Kerala – disseminated locally and throughout the Indian diaspora – is not the product of an innocuous nostalgia for a fast-disappearing regional identity but rather a spectacular example of an emergent ideology that displaces cultural memory, collective identity, and secular nationalism with new, globalised forms of public sentiment. Further, it is arguable that this g/local media culture also displaces hard-won secular feminist constructions of gender and the contemporary modern “Indian
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Dissertations / Theses on the topic "Indian artists – British Columbia – Education"

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Ewing, Gillian. "Secondary school art education : the artist’s viewpoint." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25386.

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Artists are seldom consulted in the making of school art programs yet many are vitally concerned with the need for a visually literate public. This study summarizes the history of art education, examines recent issues documented by art educators, looks at opinions of artists of this century on the teaching of art, and presents interviews with six British Columbian artists to elicit their thoughts on what is necessary in a secondary school art curriculum. The interviews are essentially informal in nature and only those remarks dealing with secondary school education, or related concepts, are i
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Parker, Donald John. "Training for fluency, flexibility and originality in native Indian children." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25503.

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In the last twenty years a great deal of research into training for creativity has been conducted (Blank, 1982). Guilford (1950, 1959, 1962) and Warren and Davis (1969) reported that productivity increased with training for creativity using the morphological synthesis technique. Research in creativity training has been concerned generally with white middle class school children. There has been no research on training for creativity in Canadian Native Indians (Blank, 1982). The purpose of this study was to investigate the effects of training for creativity on fluency, flexibility, and original
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Ing, N. Rosalyn. "The Effects of residential schools on native child-rearing patterns." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/42515.

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This paper examined the apparent effects of residential schools on the child-rearing patterns of Natives who attended these schools. Evidence came from the literature and from three interviews with persons who attended residential schools -- one male elder and two females, who answered four open-ended questions. The findings suggest that this type of educational experience caused psychological and cultural losses in self-esteem, child-rearing patterns, and Native Indian language. New and different behaviours had.to be learned by the children in middle childhood to cope and exist in a
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Miller, Lorrie. "Learning to be proud : First Nations women’s stories of learning, teaching, art and culture." Thesis, 1995. http://hdl.handle.net/2429/4323.

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Six First Nations women artists tell their stories about learning their art and culture. Previous research has paid little attention to the learning experiences of First Nation women artists. Ethnographic research methods were used in this qualitative study. Field research included video and audio recorded intensive open-ended interviews with three Coastal Salish women from Sechelt, British Columbia, and three Cree women from Pukatawagan, Manitoba, as they tel l how essential learning and teaching, art and culture are to them, their children and their communities. This stud
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Helweg, Priya Anne. ""Why shouldn’t we live in technicolor like everybody else..."¹ evolving traditions : Professional Northwest coast First Nations women artists." Thesis, 1995. http://hdl.handle.net/2429/3570.

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In this study I interviewed fourteen professional, First Nations women artists who work predominantly in the so-called men's style of Northwest Coast art. I conclude that these artists challenge the rigid dichotomy set forth in the literature between men's and women's art by successfully working as carvers and designers in the formline style.
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Smith, Lisa-Marie. "Portrait of a teacher : Anthony Walsh and the Inkameep Indian Day School, 1932-1942." 2004. http://hdl.handle.net/1828/492.

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Riley, Tasha Anastasia. "The face of achievement : influences on teacher decision making about aboriginal students." Thesis, 2005. http://hdl.handle.net/2429/16688.

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In British Columbia, the issue of low graduation rates among Aboriginal students has been addressed often. Some researchers have claimed that racism is a factor that impedes the progress of Aboriginal students. Since teachers' decisions potentially have a profound impact upon students, this study investigated whether teachers discriminate when they make decisions about students. Fifty pre-service teachers recommended 24 fictional students for remedial, average or advanced programs based upon the program eligibility criteria. Results indicated that students whom teachers were led to belie
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Mowatt, Gina. "A brief history of 19th–20th century genocidal Indian education in British Columbia and oral history of Gitxsan resistance and resurgence." Thesis, 2019. http://hdl.handle.net/1828/11114.

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Indian Education, including but not limited to Indian Residential Schools and Indian Day schools, are one part of an ongoing system of elimination of Indigenous people in Canada. I argue that Indian Education in 19th – 20th century British Columbia, controlled and operated by churches and state, intended to destroy Indigenous collectives, constituting genocide. I follow this analysis with a oral history of four Gitxsan elders who experienced Indian Education in different forms. These interviews reveal the impact on Indian Education on self, family, community and nation. Most importantly, the e
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Books on the topic "Indian artists – British Columbia – Education"

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Lascelles, Thomas A. Roman Catholic Indian residential schools in British Columbia. Order of OMI in B.C., 1990.

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Resistance and renewal: Surviving the Indian residential school. Tillacum Library, 1991.

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Haig-Brown, Celia. Resistance and renewal: Surviving the Indian residential school. Tillacum Library, 1988.

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Haig-Brown, Celia. Resistance and renewal: Surviving the Indian residential school. Tillacum Library, 1993.

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Marcuse, Gary. The mind of a child: Working with children affected by poverty, racism and war. Edited by Lievesley Paul, Williams Lorna, and National Film Board of Canada. National Film Board of Canada, 1995.

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Book chapters on the topic "Indian artists – British Columbia – Education"

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Bidnall, Amanda. "West Indies to London." In West Indian Generation. Liverpool University Press, 2017. http://dx.doi.org/10.5949/liverpool/9781786940032.003.0002.

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“West Indies to London” tracks the migration process—its triumphs and challenges—for a generation of West Indians at the twilight of the British Empire. Their journey was facilitated by postwar economic growth and the 1948 British Nationality Act, which granted full citizenship to Commonwealth subjects who settled in Britain. Synthesizing both secondary and original research, including records of the London Council of Social Service, this chapter argues that whether they were colonial students, artists, or professionals in other fields, West Indian settlers in London shared powerful connections to British culture and society through bonds of language, education, and class.
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