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

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

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1

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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2

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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5

"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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6

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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8

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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9

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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11

"Language learning." Language Teaching 39, no. 1 (2006): 19–32. http://dx.doi.org/10.1017/s0261444806223310.

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06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@
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12

McCosker, Anthony, and Rowan Wilken. "Café Space, Communication, Creativity, and Materialism." M/C Journal 15, no. 2 (2012). http://dx.doi.org/10.5204/mcj.459.

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IntroductionCoffee, as a stimulant, and the spaces in which it is has been consumed, have long played a vital role in fostering communication, creativity, and sociality. This article explores the interrelationship of café space, communication, creativity, and materialism. In developing these themes, this article is structured in two parts. The first looks back to the coffee houses of the seventeenth and eighteenth centuries to give a historical context to the contemporary role of the café as a key site of creativity through its facilitation of social interaction, communication and information
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13

Dutton, Jacqueline. "Counterculture and Alternative Media in Utopian Contexts: A Slice of Life from the Rainbow Region." M/C Journal 17, no. 6 (2014). http://dx.doi.org/10.5204/mcj.927.

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Introduction Utopia has always been countercultural, and ever since technological progress has allowed, utopia has been using alternative media to promote and strengthen its underpinning ideals. In this article, I am seeking to clarify the connections between counterculture and alternative media in utopian contexts to demonstrate their reciprocity, then draw together these threads through reference to a well-known figure of the Rainbow Region–Rusty Miller. His trajectory from iconic surfer and Aquarian reporter to mediator for utopian politics and ideals in the Rainbow Region encompasses in a
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14

Barnes, Duncan, Danielle Fusco, and Lelia Green. "Developing a Taste for Coffee: Bangladesh, Nescafé, and Australian Student Photographers." M/C Journal 15, no. 2 (2012). http://dx.doi.org/10.5204/mcj.471.

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IntroductionThis article is about the transformation of coffee, from having no place in the everyday lives of the people of Bangladesh, to a new position as a harbinger of liberal values and Western culture. The context is a group of Australian photojournalism students who embarked on a month-long residency in Bangladesh; the content is a Nescafé advertisement encouraging the young, middle-class Bangladesh audience to consume coffee, in a marketing campaign that promotes “my first cup.” For the Australian students, the marketing positioning of this advertising campaign transformed instant coff
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15

Haupt, Adam. "Queering Hip-Hop, Queering the City: Dope Saint Jude’s Transformative Politics." M/C Journal 19, no. 4 (2016). http://dx.doi.org/10.5204/mcj.1125.

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This paper argues that artist Dope Saint Jude is transforming South African hip-hop by queering a genre that has predominantly been male and heteronormative. Specifically, I analyse the opening skit of her music video “Keep in Touch” in order to unpack the ways which she revives Gayle, a gay language that adopted double-coded forms of speech during the apartheid era—a context in which homosexuals were criminalised. The use of Gayle and spaces close to the city centre of Cape Town (such as Salt River and Woodstock) speaks to the city as it was before it was transformed by the decline of industr
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16

Hutcheon, Linda. "In Defence of Literary Adaptation as Cultural Production." M/C Journal 10, no. 2 (2007). http://dx.doi.org/10.5204/mcj.2620.

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 Biology teaches us that organisms adapt—or don’t; sociology claims that people adapt—or don’t. We know that ideas can adapt; sometimes even institutions can adapt. Or not. Various papers in this issue attest in exciting ways to precisely such adaptations and maladaptations. (See, for example, the articles in this issue by Lelia Green, Leesa Bonniface, and Tami McMahon, by Lexey A. Bartlett, and by Debra Ferreday.) Adaptation is a part of nature and culture, but it’s the latter alone that interests me here. (However, see the article by Hutcheon and Bortolotti for a discussi
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