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Papers in Postsecondary Learning and Teaching
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This is an Open Access Journal

Open Access journal
ISSN (Online) 2560-6050
Published by U of Calgary

[18 journals]

Moving Forward in a Good Way: Nurturing the Spirit of Learning in
Postsecondary Education
- Authors: Cheryl Jeffs, Kristi-Mari Fedorko-Bartos, Michelle Scott
  Pages: i - iii
  PubDate: 2023-03-23
  Issue No: Vol. 6 (2023)
Acknowledgements for the Sixth Volume of Papers on Postsecondary Learning
and Teaching
- Authors: Cheryl Jeffs, Kristi-Mari Fedorko-Bartos, Michelle Scott
  Pages: iv - iv
  PubDate: 2023-03-23
  Issue No: Vol. 6 (2023)
Not So “Mainstream”: The Need for Models of Indigenous
Mentorship
- Authors: Elaine Atay, Adam Murry
  Pages: 1 - 8
  Abstract: Improving post-secondary outcomes and retention of Indigenous students may require interventions such as culturally appropriate mentorship. “Mainstream” mentorship perspectives and practices developed within places of Western education and employment may be limited in their ability to address the unique cultural considerations and experiences encountered by Indigenous peoples. Providing Indigenous and non-Indigenous mentors with a model of Indigenous mentorship may improve their ability to engage in culturally appropriate practices. In this paper, we review the literature on mainstream perspectives and practices of mentorship, their limitations when it comes to mentoring Indigenous peoples, and present our arguments for the need for mentorship models that address the unique needs of Indigenous peoples.
  PubDate: 2023-03-23
  Issue No: Vol. 6 (2023)
Knowing Community through Story: It's Where We Come Together
- Authors: Roberta Campbell Chudoba, Terrance Pelletier
  Pages: 9 - 16
  Abstract: As PhD students and sessional lecturers, we undertook a collaborative narrative study* to explore our pedagogical and curricular approaches to decolonizing a community development course offered in our College of Education. We gathered our conversations, reflective journals, and notes, then wove together the narratives thematically using a métissage research methodology. We discovered ways we come together in the spaces in-between our different experiences, backgrounds, and worldviews, as Indigenous and non-Indigenous educators, decolonizing our curriculum and our students’ classroom experience. This paper shares one of the thematic braids we created, focused on the use of story for research, story as pedagogy and story for building relationships. We encourage educators to consider bridging their worldviews with other ways of seeing and knowing, to work toward decolonizing their teaching practices using story, and to form relationships across differences using story.
  PubDate: 2023-03-23
  Issue No: Vol. 6 (2023)
Natoonikew Aansaamb
- Authors: Valeria Cortes, Kelly Loffler, Tim Brigham
  Pages: 17 - 27
  Abstract: The Professional Project Administrator Program (PPA) is an employment-focused online program offered in partnership with Indigenous communities in Western Canada. Based on the findings from the research conducted after the program completion, we discuss two key components that contributed to a meaningful learning experience and to the success of the program: wrap-around support and cultural learning. Through métissage, an arts-based approach to knowledge sharing, we present Natoonikew Aansaamb (searching together), where we have woven together different voices and stories that offer a glimpse of the learning experience. Greater inquiry and engagement with diverse Indigenous perspectives is the way for educators to design, implement, and assess learning for all students with intention and in a good way.
  PubDate: 2023-03-23
  Issue No: Vol. 6 (2023)
Integrating Indigenous Perspectives into Teacher Education in Alberta
- Authors: Patricia Danyluk, Maureen Plante, Samara Wessel
  Pages: 28 - 35
  Abstract: Anti-Indigenous racism is the result of a lack of knowledge about Indigenous peoples according to Senator Murray Sinclair (Ho, 2019). Teacher education is one of the most powerful ways to combat racism towards Indigenous peoples as it impacts not only pre-service teachers but in-service teachers, their students, and their families. Alberta’s new Teaching Quality Standard was released in 2018 (TQS, 2020) and requires all Alberta teachers to possess and apply a foundational knowledge of Indigenous peoples. The study examines how teacher education institutions in Alberta are integrating Indigenous perspectives into their programming and how they plan to further this integration through collaboration between institutions and connections with schools.
  PubDate: 2023-03-23
  Issue No: Vol. 6 (2023)
Indigeneity, Positionality, and Ethical Space
- Authors: Jessie King
  Pages: 36 - 48
  Abstract: Academia has been dominated by European/settler ways of knowing while denying the existence and validity of Indigenous epistemologies, science, and philosophies. Post-secondary structures were not built to be inclusive spaces, they were built without Indigenous voices or considerations and often housed individuals and departments who have perpetuated research harms towards Indigenous peoples. These spaces have been and remain a place of privilege where few Indigenous knowledge holders manage to become established. In this article, calls for action to transform academia into an inclusive space through ongoing conversations on the Truth and Reconciliation Commission (TRC) report and the widespread theme of taking on Equity, Diversity, and Inclusion (EDI) conversations will be examined. Without conversations around tools and ideas about practical steps to take in our daily work navigating academic spaces, we maintain colonial structures by being complicit and avoid the question of where the Indigenous voices are found in these spaces.
  PubDate: 2023-03-23
  Issue No: Vol. 6 (2023)
Looking Back to Find a Way Forward
- Authors: Carolyn Roberts
  Pages: 49 - 55
  Abstract: Looking back and learning from Indigenous knowledges in education holds the key to supporting change in educational spaces today to be more inclusive and wholistic. Indigenous practices, passed down from generation to generation, hold important knowledge that can be used in classroom teaching. My hope is that by using this Indigenous lens of education, a path for change will be created in the current colonial education system. In this paper, I examine how I view classroom teaching through my own Indigenous worldview and with the support of those Indigenous scholars that have been doing this work for many years before me. I highlight the ways in which Indigenous knowledge systems support education and learning in today’s classrooms.
  PubDate: 2023-03-23
  Issue No: Vol. 6 (2023)

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