Girls Breaking Boundaries: Acculturation and Self-Advocacy at Chemawa Indian School, 1900–1930s

Wellington, Rebecca

doi:10.5250/amerindiquar.43.1.0101

Cited by 2 publications

(1 citation statement)

References 12 publications

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“…In her examination of experiences of American Indian students at a female boarding school between 1900 and 1930s, Wellington (2019) writes that the students demanded and actively sought "forms of education that fit their needs and desires … they negotiated these spaces to create greater opportunity for themselves" (p. 101). Wellington asserts that while many Indigenous students turned away from schools that were not always welcoming -as is often the case even in Canada today -many others turned "toward education and actively negotiat[ed] for different options" (p. 101).…”

Section: Self-advocacymentioning

confidence: 99%

“I Think of my Classroom as a Place of Healing”: Experiences of Indigenous Students in a Community-Based Master of Education Program in Saskatchewan

Oloo

Relland²

2021

cjeap

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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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Section: Self-advocacymentioning

confidence: 99%

“I Think of my Classroom as a Place of Healing”: Experiences of Indigenous Students in a Community-Based Master of Education Program in Saskatchewan

Oloo

Relland²

2021

cjeap

View full text Add to dashboard Cite

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Thematic Analysis of Music-Making in US Residential Schools: Navigating Colonial Archives and Honouring Indigenous Perspectives

Parkhurst

2024

History of Education

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Girls Breaking Boundaries: Acculturation and Self-Advocacy at Chemawa Indian School, 1900–1930s

Cited by 2 publications

References 12 publications

“I Think of my Classroom as a Place of Healing”: Experiences of Indigenous Students in a Community-Based Master of Education Program in Saskatchewan

“I Think of my Classroom as a Place of Healing”: Experiences of Indigenous Students in a Community-Based Master of Education Program in Saskatchewan

Thematic Analysis of Music-Making in US Residential Schools: Navigating Colonial Archives and Honouring Indigenous Perspectives

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