Knowledge Liaisons: Negotiating Multiple Pedagogies in Global Indigenous Studies Courses

Augustus, Camie

doi:10.47678/cjhe.v45i4.184894

Cited by 7 publications

(3 citation statements)

References 30 publications

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“…Plusieurs communautés autochtones partagent une vision semblable de l'éducation (Augustus, 2015), à savoir que celle-ci devrait : 1) accorder une importance particulière aux territoires; 2) impliquer la communauté et la famille dans le processus 1 Membres des Premières Nations, Métis et Inuit (Statistiques Canada, 2016). les cultures autochtones, introduire et valoriser des concepts de ces cultures, ainsi que présenter et mettre de l'avant la contribution présente et historique des peuples autochtones à la société contemporaine.…”

Section: Problématiqueunclassified

Pratiques enseignantes mises en œuvre en contexte de classe autochtone universitaire : analyse du discours du corps enseignant d’une université québécoise

Gingras-Lacroix¹,

Labra²

2021

CJE/RCE

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Cette recherche qualitative phénoménologique réalisée auprès de dix membres du corps enseignant de l’Université du Québec en Abitibi-Témiscamingue s’intéresse aux pratiques enseignantes utilisées pour favoriser la réussite des étudiants autochtones. Il résulte de l’analyse thématique du discours des participants, collecté par des entrevues semi-dirigées, que leurs choix pédagogiques ne dépendent pas de la présence ou non d’étudiants autochtones dans le groupe. Cette étude révèle également que, dans ce contexte, les participants adaptent le contenu de leurs cours et adoptent une attitude d’écoute, de flexibilité, d’ouverture et de respect. Cela témoigne des efforts individuels déployés pour rendre l’enseignement universitaire plus inclusif.

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Section: Problématiqueunclassified

Pratiques enseignantes mises en œuvre en contexte de classe autochtone universitaire : analyse du discours du corps enseignant d’une université québécoise

Gingras-Lacroix¹,

Labra²

2021

CJE/RCE

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“…This gradually led to the appearance of major doubts regarding the reliability of the studies that were published by scholars that were affiliated with indigenous studies departments. The perception of many outsiders was quite clear, accuses of shallowness and cherry picking were not uncommon, and insiders usually did not respond well to criticism (Augustus, 2015).…”

mentioning

confidence: 99%

Indigenous Heraldry: Transferring ethnic imagery from the mundane to the canonical

Iulian

2017

J Ethn Cult Stud

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European heraldry presents itself as an intriguing collection of symbols that trace their roots to a number of sources, some of which are obvious to spot, while otters still lay in obscurity. When talking about heraldry, it is safe bet to assume that, for instance, the symbols that are collected from the animal kingdom underwent a process which transferred them a series of anthropomorphic qualities. The situation was no different for elements that were inspired by vegetation and celestial entities. Heraldry, as it is presented in academic environments, primarily traces its roots to the Old World – as a result, most heraldic symbols are directly linked to key-features, both cultural and environmental, that are native to the land. This turned into a major obstacle in the dawn of the early days of post-colonialism, marked by strong movement that aimed at restoring indigenous symbolism on coat of arms and flags of territories that earned their right to self-governance, or independence. This paper is focusing on giving an interpretation regarding the selection of heraldic symbols and vexillological chromatic schemes that were adopted by Russia’s federal subjects with a significant indigenous population. This will include an autonomous okrug, and autonomous republic, and a district from within a kray. We aim at determining if the used symbols reflect, or not, local indigenous identities, if the symbols that are used are entirely of European extraction, or if specific indigenous symbols made their way into the coat of arms of the featured territories. The research that was made concluded that the territories that are situated east of the Urals managed to customize their heraldic design through inserting element extracted from vernacular folklore, while the European territories have a more orthodox approach, using traditional heraldic motifs.

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“…There are cultural considerations when teaching problem based learning activities such as simulated scenarios. Augustus (2015) emphasises the need for educators to understand their students' cultural perspectives, the changing diversity of the students and align teaching methods that allow learners to gain the full benefits of their education.…”

Section: Intuition Life Experiences and Cultural Expectationsmentioning

confidence: 99%

What educational and other experiences assist recently qualified nurses to understand and deal with clinical risk and patient safety?

Hawes¹

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<p>This research was undertaken to investigate how newly graduated nurses recognise and develop skills relating to clinical risk and patient safety. I set out to understand how and where new graduates learn those skills and what would help future undergraduate nurses better prepare for the complexities of the clinical setting. A qualitative research study using Appreciative Inquiry (AI) was the chosen methodology. This was selected for its aspirational outlook, which allows positive conclusions to be drawn from the study’s findings. Nine nurses in their first year of clinical practice participated in the study and they were interviewed on a one-to-one basis. The key findings demonstrated that the approaches to teaching clinical risk and safe patient care and experiences of these in the undergraduate setting were variable, with many participants describing that they were ill prepared for the rigours of the clinical environment. They identified workplace culture, clinical role models, exposure to the clinical environment; experiential learning, narrative story sharing, debriefing and simulation as contributing factors to their ability to learn and understand clinical risk and safe patient care. Despite their initial uncertainty, the participants were able to describe safe patient care and clinical risk. They identified cultures of safe patient care, safe teaching and safe learning. The participants further identified their preferred learning styles and recommended strategies that educationalists and clinical stakeholders employ to facilitate their professional development and understanding of clinical risk and patient safety. The participants identified a more thoughtful, structured and overt approach to teaching the subject of clinical risk and patient safety to prepare for the clinical environment. They desired more experiential exposure, either clinical or simulated. They highlighted the need for effective preceptors and role models, alongside opportunities for sharing their clinical experiences and debriefing critical incidents. Furthermore, they recognised aspects of workplace cultures that facilitated or hindered effective clinical practice and safe patient care.</p>

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Knowledge Liaisons: Negotiating Multiple Pedagogies in Global Indigenous Studies Courses

Cited by 7 publications

References 30 publications

Pratiques enseignantes mises en œuvre en contexte de classe autochtone universitaire : analyse du discours du corps enseignant d’une université québécoise

Pratiques enseignantes mises en œuvre en contexte de classe autochtone universitaire : analyse du discours du corps enseignant d’une université québécoise

Indigenous Heraldry: Transferring ethnic imagery from the mundane to the canonical

What educational and other experiences assist recently qualified nurses to understand and deal with clinical risk and patient safety?

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