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Re-searching, expressing (literacy),...
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Debassige, Ahnungoonhs Brent D. L.
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Re-searching, expressing (literacy), and journeying in Indigenous education: Coming-to-know Anishinaabe mino-bimaadiziwin and the oshkabaywis-academic.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Re-searching, expressing (literacy), and journeying in Indigenous education: Coming-to-know Anishinaabe mino-bimaadiziwin and the oshkabaywis-academic./
作者:
Debassige, Ahnungoonhs Brent D. L.
面頁冊數:
302 p.
附註:
Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:
Dissertation Abstracts International74-07A(E).
標題:
Multicultural Education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR92772
ISBN:
9780494927724
Re-searching, expressing (literacy), and journeying in Indigenous education: Coming-to-know Anishinaabe mino-bimaadiziwin and the oshkabaywis-academic.
Debassige, Ahnungoonhs Brent D. L.
Re-searching, expressing (literacy), and journeying in Indigenous education: Coming-to-know Anishinaabe mino-bimaadiziwin and the oshkabaywis-academic.
- 302 p.
Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Thesis (Ph.D.)--York University (Canada), 2012.
This dissertation is an investigation of my experiences as an academic who attempts to remain true to Indigenous Knowledge (IK) traditions while working within a Western European intellectual setting. My experiences are told through both my journey of coming-to-know Anishinaabe mino-bimaadiziwin and my journeying as a male oshkabaywis-academic. By adopting a participatory approach, I was able to establish links between IK and academe that lessen the divide of my personal and professional conflicts in the area of Indigenous scholarship. In addition, a pathway for informing the preparation, conduct, and expression of research grounded in an Indigenous framework of knowing was revealed. It is apparent that the concept of Anishinaabe mino-bimaadiziwin relates to all actions in life and exists as an undercurrent for understanding Indigenous research, Aboriginal literacy, and holistic education in culturally-relevant ways. These three terms emerged as interconnected extensions of my journeying. Since this work explicates an emerging Indigenous methodology based on Anishinaabe mino-bimaadiziwin and spirit-centered approaches, it embodies both the world of academe and Indigenous worldview. However, it was determined that these worlds are not mutually exclusive, nor do they act as a dichotomy. Instead, as I worked through the tensions between IK and academe, I uncovered that they co-exist as multiple expressions of one lived reality.
ISBN: 9780494927724Subjects--Topical Terms:
2122919
Multicultural Education.
Re-searching, expressing (literacy), and journeying in Indigenous education: Coming-to-know Anishinaabe mino-bimaadiziwin and the oshkabaywis-academic.
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Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
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Thesis (Ph.D.)--York University (Canada), 2012.
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This dissertation is an investigation of my experiences as an academic who attempts to remain true to Indigenous Knowledge (IK) traditions while working within a Western European intellectual setting. My experiences are told through both my journey of coming-to-know Anishinaabe mino-bimaadiziwin and my journeying as a male oshkabaywis-academic. By adopting a participatory approach, I was able to establish links between IK and academe that lessen the divide of my personal and professional conflicts in the area of Indigenous scholarship. In addition, a pathway for informing the preparation, conduct, and expression of research grounded in an Indigenous framework of knowing was revealed. It is apparent that the concept of Anishinaabe mino-bimaadiziwin relates to all actions in life and exists as an undercurrent for understanding Indigenous research, Aboriginal literacy, and holistic education in culturally-relevant ways. These three terms emerged as interconnected extensions of my journeying. Since this work explicates an emerging Indigenous methodology based on Anishinaabe mino-bimaadiziwin and spirit-centered approaches, it embodies both the world of academe and Indigenous worldview. However, it was determined that these worlds are not mutually exclusive, nor do they act as a dichotomy. Instead, as I worked through the tensions between IK and academe, I uncovered that they co-exist as multiple expressions of one lived reality.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR92772
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