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Littérature scientifique sur le sujet « Cree indians – education – canada »

Auteur : Grafiati

Publié le 27 juillet 2024

Mis à jour le 28 juillet 2024

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Articles de revues sur le sujet "Cree indians – education – canada"

Koptie, Steve. "After This, Nothing Happened: Indigenous Academic Writing and Chickadee Peoples’ Words." First Peoples Child & Family Review 4, no. 2 (2020): 144–51. http://dx.doi.org/10.7202/1069338ar.

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Canadian Indigenous scholars valiantly search for stores of resilience and strength in contemporary Canada to demystify the tragic place of Indians in Canada. It is very much a journey of self-discovery and recovery of a positive identity and lost human dignity that allows the restoration of pride to succeed with the gifts Creation provides to Indigenous peoples. Cook- Lynn (2007) addresses this quest to locate safe places of connecting to those stories in her important work Anti-Indianism in Modern America: Voice from Tatekeya’s Earth, where she writes about the obligation of Indigenous scholars to project strong voices to people who “believe in the stereotypical assumption that Indians are ‘damned’.. vanished, or pathetic remnants of a race” and “let’s get rid of Indian reservations” or “let’s abrogate Indian treaties.” Instead of feeling inspired to find places of good will far too much energy is sapped escaping spaces of hate, indifference and inexcusable innocence. The cultural, historical and social confusion of a one-sided portrayal of Canadian colonization creates for researchers/witnesses at all levels of education huge gaps in understanding the unresolved pain and injury of Canada’s colonial past on Canada’s First Nations. Indigenous peoples are invisible in most areas of academic study, normally relegated to special programs like Aboriginal Studies as if Indigenous world-views, knowledge, culture and vision for Canada’s future required mere comma’s in course material that feel like “oh yea, then there are aboriginal people who feel” that stand for inclusion but feel like after thoughts only if a visible “Indian” finds a seat in the class. Indigenous students’ experience within the academy has is often a ‘Dickenish’ tale. It is a tale of two extremes; the best of times and the worst of times mostly simultaneously as each glorious lesson learned carries the lonely burden of responsibility to challenge the shame and humiliation of each racist, ignorant and arrogant colonial myth perpetuated. Like Oliver Twist we want more. This paper was conceived out of an invitation by Indigenous author Lee Maracle at the 2009 University of Toronto SAGE (Supporting Aboriginal Graduate Enhancement) writing retreat where Lee and the Cree Elder Pauline Shirt spun webs of stories to encourage Indigenous scholars to explore and express our survival of vicious, traumatic and intentional cultural upheavals.

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Lucas, Michel, Éric Dewailly, Carole Blanchet, Suzanne Gingras, and Bruce J. Holub. "Plasma n-3 fatty acids and psychological distress in aboriginal Cree Indians (Canada)." Public Health Nutrition 12, no. 12 (2009): 2343–51. http://dx.doi.org/10.1017/s1368980009004935.

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AbstractObjectiveTo examine the relationship between psychological distress (PD) and plasma n-3 long-chain (LC) PUFA, i.e. EPA, docosapentaenoic acid (DPAn-3) and DHA.DesignPopulation-based, cross-sectional Santé-Québec Health Survey (1991). Participants were categorized as high-level PD if they scored over the 80th percentile of the PD Index in the Santé-Québec Survey; non-distressed subjects were those who scored less than this cut-off. Associations between tertiles of n-3 fatty acids (FA) and the risk of high-level PD were expressed as odds ratios, with the lowest tertile as the reference group.SettingQuébec, Canada.SubjectsData were analysed from a representative sample of 852 James Bay Cree Indian adults aged 18 years and over.ResultsProportions of n-3 FA were statistically significantly lower in the PD than in the non-distressed group. After adjustment for confounders, EPA was the only individual n-3 FA significantly associated with the risk of high-level PD. Combinations of EPA + DHA or EPA + DPAn-3 + DHA or the sum of n-3 were also associated with the risk of high-level PD. Compared with the lowest tertile of EPA + DHA, the OR for high-level PD was 0·89 (95 % CI 0·59, 1·36) for the second and 0·56 (95 % CI 0·32, 0·98) for the third tertile, after controlling for confounders.ConclusionsIn the present retrospective, cross-sectional study, we found that proportions of n-3 LC PUFA in plasma phospholipids, markers of n-3 LC PUFA consumption from fish, were inversely associated with PD.

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Michell, Herman. "Nēhîthâwâk of Reindeer Lake, Canada: Worldview, Epistemology and Relationships with the Natural World." Australian Journal of Indigenous Education 34 (2005): 33–43. http://dx.doi.org/10.1017/s132601110000394x.

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AbstractThe purpose of this exploratory article is to illustrate the worldview, epistemology and relationship with the natural world from a Nēhîthâwâk (Woodlands Cree) perspective. The contents of the article represent a personal narrative of an educator of Woodlands Cree cultural heritage from the Reindeer Lake area of northern Canada. A brief history of the Woodlands Cree is shared in order to provide a context for my perspectives as “an insider” of this way of life. This is followed by an attempt to articulate fundamental key concepts in relation to traditional Woodlands Cree education, worldview, epistemology, language, values and practices as they are informed by relationships with the land, plants and animals. The text is highly subjective and culturally contextualised.

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Hansen, John. "Cree Elders’ Perspectives on Land-Based Education: A Case Study." Brock Education Journal 28, no. 1 (2018): 74–91. http://dx.doi.org/10.26522/brocked.v28i1.783.

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This study deals with the notion that Indigenous peoples are concerned with preserving their communities, nations, cultural values, and educational traditions. Indigenous peoples have a land-based education system that emerges out of their own worldviews and perspectives, which need to be applied to research concerning Indigenous cultures. This work explores Indigenous land-based education through the perspectives of Cree Elders of Northern, Manitoba. Six Cree Elders were interviewed to explore the ideas and practices of land-based education. The article engages discussion of Indigenous land-based education stemming from Elders’ teachings of Indigenous knowledge, cultural values, identity, and vision. Informed by Cree Elders, this qualitative study articulates an Indigenous interpretation of land-based education. Research findings demonstrate that Indigenous land-based education can be used to promote well-being among Indigenous peoples in Canada. While the study is based on the Cree experience in Northern Manitoba, its message is significant to many other Indigenous and non-Indigenous communities. Drawing on the Elders’ teachings, policy recommendations are generated for advancing Indigenous land-based education

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Koole, Marguerite, and Kevin wâsakâyâsiw Lewis. "Mobile Learning as a Tool for Indigenous Language Revitalization and Sustainability in Canada." International Journal of Mobile and Blended Learning 10, no. 4 (2018): 1–12. http://dx.doi.org/10.4018/ijmbl.2018100101.

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In this article, the authors explore how mobile learning can complement the Certificate of Indigenous Languages program at the University of Saskatchewan in Western Canada. Through the FRAME model analysis, the authors extract salient cultural, pedagogical, environmental, and technological characteristics that should be considered in the development of mobile learning tools and approaches for Cree language teachers. It is hoped that this article will stimulate a dialogue amongst designers and Indigenous groups regarding language sustainability through mobile learning. The article concludes with key findings: the need to follow protocols, to establish good relationships, and to design for areas of low/no bandwidth. Finally, the examination of current Indigenous language learning methods provides ideas for the development of much needed “apps” appropriate for Cree learners and teachers.

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King, Thomas. "Five Episodes from The Dead Dog Café Comedy Hour." Canadian Theatre Review 105 (January 2001): 40–66. http://dx.doi.org/10.3138/ctr.105.009.

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Production History Thomas King’s The Dead Dog Café Comedy Hour is an enormously popular feature on CBC Radio One that has brought, with satiric wit, the concerns of Indians to a broad-based audience across Canada. The series is part of a long-standing Canadian tradition in Canada of CBC-produced radio drama which has provided playwrights with larger audiences for their work than if it were staged in the theatre. As satire, the series has a playful irreverence that has come to be the hallmark of much Canadian humour. Satire, however playful, has a serious side, drawing the audiences to social issues. In The Dead Dog Café Comedy Hour, the recurring readings from The Royal Commission Report on Aboriginal Peoples, a massive document detailing the conditions under which Aaboriginal peoples live, is a reminder that the concerns raised in The Report seem to have fallen from public consciousness and from the political agenda, save for this series. In the context of the series, which presents “Conversational Cree” and “Tom King’s Aboriginal Decorating Tips,” the incongruity of reading the dry prose of the Commission’s Report is funny; however, the laughter it generates has a serious bite.

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Rothon, Catherine, Anthony Heath, and Laurence Lessard-Phillips. "The Educational Attainments of the “Second Generation”: A Comparative Study of Britain, Canada, and the United States." Teachers College Record: The Voice of Scholarship in Education 111, no. 6 (2009): 1404–43. http://dx.doi.org/10.1177/016146810911100607.

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Background This analysis compares the educational attainments of the “new” second generation in Britain, Canada, and the United States using three nationally representative datasets. Objective To assess how the second generation has fared within Western educational systems. The study examines the achievements of seven minority ethnic groups: Africans, Caribbeans, Chinese, Filipinos, Indians, Irish, and Pakistanis. Setting Britain, Canada, and the United States. Research Design Secondary data analysis Conclusions The study suggests that there is a strong association between the educational level of the parental generation and that of the second generation. There is substantial inter-generational progress (measured relative to the majority population in the country of destination), especially among women. Most groups perform as well as or better than members of the majority population of the same age and similar parental background. Chinese of both sexes are notable for their high performance. Indians also tend to make strong intergenerational progress; for Caribbeans, Africans, and Filipinos, this is more muted. The performance of the second generation in Britain is slightly poorer than that in the other countries. This is probably explained by the lower selectivity of the first generation in Britain rather than by institutional features.

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Bengezen, Viviane C., Edie Venne, and Janet McVittie. "The Narratives of an Indigenous Cree, a Brazilian, and a Canadian about Vulnerability, Privilege, and Responsibility in Anti-Racist Teacher Education." Revista Brasileira de Linguística Aplicada 19, no. 4 (2019): 765–800. http://dx.doi.org/10.1590/1984-6398201914855.

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ABSTRACT In this article, the authors aim at presenting a lived experience and the meaning-making constructed by them as they participate in a simulation of the history of contact between Europeans and Indigenous peoples in the country now named Canada and inquire into their stories within the three-dimensional narrative inquiry space. Considering relational ethics, the teacher educators and researchers lived, told, retold, and relived the stories of their own experiences, co-composing stories of anti-racist teacher education, playfulness, inclusion, privilege, and responsibility, through the eyes of an Indigenous Cree, a Brazilian, and a Canadian woman, towards increasing understanding of decolonizing education.

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Oloo, James Alan, and Michael Relland. "“I Think of my Classroom as a Place of Healing”: Experiences of Indigenous Students in a Community-Based Master of Education Program in Saskatchewan." Articles, no. 197 (November 8, 2021): 94–107. http://dx.doi.org/10.7202/1083335ar.

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An increase in the number of Indigenous teachers and education administrators is an important way to help improve Indigenous educational outcomes. However, while Indigenous teacher education programs in western Canada are registering increasing enrolments, master of education programs that prioritize Indigenous perspectives and pedagogies are rare in Canada. Using conversational method, this study examines experiences of six Indigenous students in a community-based master of education program that is a first of its kind in western Canada. The program is delivered by an Indigenous institution in partnership with a public university. The study is grounded in an Indigenous paradigm, namely, the Nehinuw (Cree) concepts of teaching and learning. Content analysis of data revealed five themes and sub-themes: (a) self-doubt; (b) a feeling of guilt as a result of family-work-school conflict; (c) self-advocacy; (d) re/connection with self, culture, and heritage; and (e) professional transformation. In general, a master of education degree is a requirement for educational administration positions including vice principal, principal, and superintendent. Understanding and acting upon the kinds of strategies that could enhance the success of Indigenous students in graduate programs is a key policy step in addressing the existing gaps in educational attainment between Indigenous and non-Indigenous Canadians.

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Gmerek, Tomasz. "Development of residential schools for indigenous minorities in Canada – selected problems." Studia z Teorii Wychowania XIV, no. 3 (44) (2023): 169–86. http://dx.doi.org/10.5604/01.3001.0053.9203.

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The article deals with the issue of the relation between education and the processes of assimilation and discrimination of indigenous minorities (Indians and Inuit) in Canada. Particular emphasis was placed on reconstructing educational practices and the educational policy that is implemented toward indigenous minorities within Canadian school system (especially destruction of their ethnic identity in residential schools). An attempt was made at examining the relationship between schooling, religion, socialization, forced Christianization, language policy, and the development of aboriginal minorities in Canada.

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Thèses sur le sujet "Cree indians – education – canada"

Williams, Emily G. "Whooping cough among Western Cree and Ojibwa fur-trading communities in subarctic Canada : a mathematical-modeling approach /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1421166.

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Belinsky, Devorah Leah. "Nutritional and sociocultural significance of Branta canadensis (Canada goose) for the eastern James Bay Cree of Wemindji, Quebec." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/MQ44082.pdf.

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Stonebanks, Christopher Darius. "James Bay Cree students and higher education : issues of identity and culture shock." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85206.

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The Native peoples of North America still confront the challenges of lingering colonial cultural imperialism. One such challenge is that of Native education, and its unfortunate management by the European-descended political powers. Using tactics such as assimilation, segregation and integration, the establishment used schooling as a blunt tool to solve the so-called "Indian problem"---that is, the assimilation of the Native population into the European way of life. The results were predictably tragic; the current education system is still perceived as a tool of colonization by many Natives. After so many failed attempts, policy-makers are finally looking to return to the First Nations the education they need, not what North America thinks they should have. One example of this is the proposal to create an institution of higher learning within the Cree communities of Northern Quebec. This dissertation examines the possible challenges and benefits of such a project. It explores the relationship between Cree students and the current "mainstream" education system by way of research, participant-observation narrative and the voice of the Cree themselves while interviewed. Since they must travel to non-Native communities to pursue higher education, Cree students typically deal with culture shock, alienation and no small degree of racism while studying. In addition a commonality of experience between the Cree and students of other Native communities while attending a "white" school precipitates a pan-Indian/super-tribal perspective, which becomes an important factor in their world view. Because this dissertation uses participant-observation and interview methodologies for research, and because the subjects of the observation and the interviews are Cree students, then it is necessary for this dissertation to first survey the topics of Pan-Indian Identity and Culture Shock and put them into context. In fact, a large part of the participant-observation narrative is that of the author integrating into a Cree community as an educator. This narrative essentially documents the author's own stages of culture shock, a mirror to that which the Native student faces "down south" at college. These are examples of the real anxieties and challenges faced when immersed in a new and different culture. The Native perspective is provided by the Cree students themselves in interviews that were fortunately rich in narrative recollection. In addition to answering the standard interview questions, the interviewees offered their own anecdotes, observations and insights into their experiences within the "mainstream" education system. The conclusions drawn in this body of research may go towards dealing with the legacy of Cree distrust towards an educational system possibly perceived as an imposition of a colonizing society, and to answering the real needs of Native students who are seeking to benefit from education, whatever its form.

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Afshari-Mirak, Ghader. "Cultural approaches to native Canadian housing : an evaluation of existing housing projects in Cree communities in Northern Quebec." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22540.

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This thesis examines social and cultural influences on housing and community planning in the native reserves of Canada. Architects and planners have tended to ignore the socio-cultural legacy of native people for a variety of unjustified reasons: insufficient local research and study, lack of understanding or appreciation, and the iniability to successfully accommodate ancient experience in the problem-solving process; approaches and techniques which may well be adapted to the contemporary context are typically overlooked. Where reference is made in housing and planning reports to socio-cultural issues, no recommendations are given as to how to interpret or apply them. The study bases its analysis on three key terms: culture, community, and living patterns. These concepts are examined in a case study of Cree natives living on four Quebec reserves: Chisasibi, Mistissini, Nemaska, and Waswanipi. The thesis describes indigenous Cree housing; evaluates the existing housing projects built recently by the government and Cree Housing Corporation; details housing and planning problems; and presents conclusions and recommendations.

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Douglas, Anne. "The significance of James Bay Cree cultural values and practices in school committee policy-making : a documentary study." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59542.

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This documentary study sought to determine the relevance of the James Bay Cree's cultural values and practices to their policy-making process as school committee members. The Cree's formal school system, for which they have full responsibility, is based on the values and practices of non-native society. Using the historical method, both primary and secondary sources were searched for relevant information concerning Cree culture and its distinguishing characteristics. Evidence of a distinct egalitarian society, practicing consensus, reciprocity and communal land use was found. Sources also indicated the continuing existence and adaptability of Cree values and practices despite prolonged interaction with non-native society. This thesis proposes that these cultural values and practices predispose the Cree to be effective school committee members. The study provides data for a possible future ethnographic study of Cree school committee participation. Further research could also focus on the policy-making process required of Cree school board members.

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Savides, Daphne M. "Cooperative learning in a Cree community : a small experiment, 1996-1998." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31138.

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"Cooperative Learning in a Cree Community" is a study of the implementation of innovative teaching methods in a cooperative learning environment at Sabtuan Cree Adult Education. The implementation was a response to the historical context of education in Mistissini Lake. I was the English Language Arts teacher for the adult sector in Mistissini Lake between 1996--1998. My students ranged between the ages of 16 and 50. In addition to Language Arts I taught optional courses like Economics, History, Word Processing and Personal and Social Development. I determined to investigate the potential of cooperative, and student self-evaluation as a valid instructional model for Cree adult learners. My primary objective was to increase critical thinking, learner confidence, and self-directed activity in the classroom. My aim was to study the correlation between interactive pedagogy and student engagement. One indicator of student involvement is student absenteeism. Thus one component of this study examines the correlation between cooperative learning and student attendance. In the introduction I discuss the problems indigenous people have encountered and my understanding and assessment of the present situation in Cree schools. The second section gives a summary of the Cree context, their culture and history, particularly as it pertains to education, and largely from the Cree perspective. The third section contains my classroom activities, the goals I set for the students and the indicators with which I gauged and measured the effectiveness of the project. In conclusion, the implementation of cooperative learning methods yielded positive results both in student achievement and in decreasing truancy for Cree adult learners. The study confirms that cooperative learning can address students' needs to increase language proficiency and to be active participants in classroom activity. This model is congruent with Cree learners' collaborative and egalitarian values that are inherent in the traditional Cree culture.

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Haagen, Claudia Elisabeth J. "Strategies for cultural maintenance : aboriginal cultural education programs and centres in Canada." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29726.

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This thesis examines the cultural education programs that have been developed over the past two decades by Canada's First Peoples. These programs are designed to strengthen and maintain indigenous cultures by promoting cultural identity and by developing cultural curriculum materials for a broad range of education programs. This thesis gives particular emphasis to cultural education centres and their unique integration of a characteristic set of programs which have been designed to systematically collect, preserve and communicate indigenous cultural knowledge. Despite the effects of more than a century of colonization, and against all expectation. Native cultures have persisted. Native people are now actively communicating a renewed confidence in their own cultures, their values and their ways of doing things. Community-based self-government and the maintenance of a land base are ideologically inseparable from the retention of culture and language, and Native people today view these as integral to their survival and self-determination as distinct peoples within the fabric of the majority society. Cultural education programs and centres perform a significant communication function in the agenda of self-determination by both ensuring and affirming the continuing viability of Native cultures. This thesis explores the ideology of cultural survival and examines its current expression as a program of action directed at the damaging effects of cultural disruption. The background to the emergence of cultural goals is discussed, with reference to their central place in the socio-economic development strategies and education policies developed by Native organizations in the 1970's. A variety of cultural education programs are described with a specific focus on two cultural education centres in British Columbia. Cultural education programs, as they are defined and carried out by various Native agencies, are presented as significant innovations in the definition and management, overall, of cultural heritage. The organizational integration of these programs also represents a significant innovation in the area of community development. In this context, museological themes are explored. Native concepts of culture are contrasted to non-Native concepts of heritage, with particular attention given to some of the problems in the way non-Native museums have traditionally represented Native cultures. Arts, Faculty of Anthropology, Department of Graduate

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Millard, Eleanor Rae. "Adult composition instruction in a northern native community : a case study of cultural and ideological resistance." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31840.

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This thesis reports an interpretive case study of adult composition instruction in a native community in northern Canada. Although the existing literature contains much theory about literacy and cross-cultural relations, little research has examined particular contexts of writing instruction, especially for native populations. The present research focused on students' responses to specific approaches to composition, using participant-observation by the author and an emergent research design which considered classroom events in relation to the local community and its history. The study found much behaviour by the students which was described as resistance to the instruction, behaviours which were consonant with details of the community context. Interpretations of these student behaviours were first made in reference to theories of cross-cultural differences, which proved to be less satisfactory to account for them than theories which would characterize the behaviours as ideologically-based. The thesis suggests that possible explanations for this specific population's lack of success and nonparticipation in literacy education would be too narrowly defined as cross-cultural differences. Understanding both the cultural and ideological foundations of resistance behaviour may help to guide literacy pedagogy in northern native adult instruction. Education, Faculty of Language and Literacy Education (LLED), Department of Graduate

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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 parentless environment where no feelings of love or care were demonstrated by the caretakers and the speaking of Cree and other Native languages was forbidden. Values and skills taught by Native parents/elders, and essential for survival in Native society, lost their importance in residential schools; the Native language was not taught to subsequent generations; and the separation of siblings by sex and age created strangers in families. These experiences will presumably be transmitted in some form to the next generation, thereby affecting the way Natives view themselves. To restore confidence in themselves and respect for essential patterns of child-rearing the process of healing is vital and recommended. Education, Faculty of Educational Studies (EDST), Department of Graduate

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Anderson, Starla H. "The discourse performance of native Indian students : a case study with implications for academic instruction." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27656.

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This investigation is concerned with the oral and written discourse performance of underachieving urban Native Indian secondary students. Primary data was collected during eight interactive talk-write sessions conducted individually with eight case study subjects. Within an ABAB design, two narrative and two academic topics were alternated. Oral discourse performance followed written discourse performance during each of the two (composing and revision) sessions conducted for each topic. Supplementary data includes: observations of classroom writing behaviors, interviews, analysis of students' record files, and standardized reading and writing assessments. The four male and four female subjects are from varying Native Indian cultural backgrounds but share common histories of family instability. Only one subject could read and write at skill levels expected of like-aged mainstream students. The writing processes and products of these subjects were similar to those of other unskilled (Basic) writers. They were overly concerned with surface errors and little concerned with overall conceptualization. Despite difficulties with writing, and contrary to established language theory developed from research with non-Native populations, these subjects were more at ease with written performance than oral performance. Further, their writing difficulties appeared to be more related to the demands of academic discourse than writing skills per se. They were more at ease with written narrative than any other combination of mode and genre. While previous research has seldom distinguished clearly between mode and genre of discourse, the findings of this investigation suggest that each of these factors may have differing effects for individuals and varying sub-groups. Findings also suggest that structural comparisons of oral and written modes of discourse may reflect differing linguistic demands of genre as much as mode. The interactive talk-write sessions were found to be an effective means for data collection. These sessions also revealed direction for improving methods of academic instruction. The subjects appeared to develop a better understanding of the purpose of academic discourse as they were helped to generate knowledge, theorize about this knowledge and shape their arguments. All subjects indicated that they would feel more confident about participating in academic discussions after thinking about the discussion topic through such a talk-write process. Education, Faculty of Curriculum and Pedagogy (EDCP), Department of Graduate

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Livres sur le sujet "Cree indians – education – canada"

N, McCaskill Don, Barman Jean 1939-, and Hébert Yvonne M. 1942-, eds. Indian education in Canada. University of British Columbia Press, 1986.

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Askiwina: A Cree world. Coteau Books, 2007.

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Waugh, Earle H. Dissonant worlds: Roger Vandersteene among the Cree. Wilfrid Laurier University Press, 1996.

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Paquette, Jerald E. Aboriginal self-government and education in Canada. Institute of Intergovernmental Relations, 1986.

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Institute, Grand River Polytechnical. Aboriginal education directory, 1994-1995. Grand River Polytechnical Institute, 1994.

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National Indian Brotherhood. Assembly of First Nations. Tradition and education: Towards a vision of our future, national review of First Nations education. National Indian Brotherhood, Assembly of First Nations, 1988.

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Puloch, Marine Le. Le piège colonial: Histoire des traités de colonisation au Canada. L'Harmattan, 2007.

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Puloch, Marine Le. Le piège colonial: Histoire des traités de colonisation au Canada. Harmattan, 2007.

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Ann, Battiste Marie, and Barman Jean 1939-, eds. First nations education in Canada: The circle unfolds. UBC Press, 1995.

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Smith, Nicholas N. Three hundred years in thirty: Memoir of transition with the Cree Indians of Lake Mistassini. Polar Bear & Co., 2011.

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Chapitres de livres sur le sujet "Cree indians – education – canada"

Diamond, Billy. "The Cree Experience." In Indian Education in Canada, Volume 2. University of British Columbia Press, 2013. http://dx.doi.org/10.59962/9780774845243-007.

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Wilson, J. Donald. "“No Blanket to be Worn in School”: The Education of Indians in Nineteenth-Century Ontario." In Indian Education in Canada Volume 1. University of British Columbia Press, 2007. http://dx.doi.org/10.59962/9780774853132-006.

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Tippeconnic, John W., and Sabrina Redwing Saunders. "Policy Issues in the Education of American Indians and Alaska Natives." In Multicultural Education Policies in Canada and the United States. University of British Columbia Press, 2008. http://dx.doi.org/10.59962/9780774855648-009.

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