Knowledge Centres > Aboriginal Learning > Themes
Since the 1970's the universities have encouraged Aboriginal professionals in teaching, law, health, social work, business, which have increased Aboriginal professionals in multiple fields. They are the vanguard generating the Aboriginal renaissance.
This bundle is focused on comprehending their achievements, the role of pedagogy in their achievements, and their need of learning new information and knowledge in their professional practice and the knowledge society. It seeks to share knowledge on the learning environments in professional colleges and practices that improves Aboriginal participation in those professions.
James Yougblood Henderson, I.P.C., Research Director, Native Law Centre of Canada, College of Law, University of Saskatchewan is a member of the Bear Clan of the Chickasaw Nation and Cheyenne Tribe in Oklahoma in 1944.
In 1974, he received a Juris doctorate in law from Harvard Law School and became a law professor who created litigation strategies to restore and protect Aboriginal culture, institutions and rights. He is a recognized author of many books and articles on Aboriginal law and human rights and has served widely on various boards and commissions.
In 2005, the Indigenous Bar Association awarded him the honorary title of Indigenous People's Counsel (I.P.C.) and in 2006, he received an National Aboriginal Achievement Award for Law and Justice.
Contact Information: » Native Law Centre
Ph: (306) 966-6191 Fax: --- Email: sakej.henderson@usask.ca
Sakej Henderson Native Law Programs University of Saskatchewan, College of Law Saskatoon, SK S7N 5A6
The Aboriginal Learning Knowledge Centre's Pedagogy of Professions and Practitioners Animation Theme Bundle researchers believe that education and a proportionate presence of Aboriginals in self-regulated professions will lead the First Nations, Métis and Inuit Nations out of poverty. The group has compiled three documents to support this view: a handbook of Aboriginal-oriented professional organizations, a report which discusses the Aboriginal experience in the Canadian educational system and a power point presentation.
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Education systems that do not serve the needs of Métis learners have lasting impact on all Canadian socio-economic developments, according to the report Metis Post-Secondary Education Systems: Literature Review. Employment rates, recruitment and retention initiatives, community issues of being at risk or in crisis, suicide rates, poverty, health and justice are just a few of the issues intertwined with education development.
This is why statistics on the well-being of Métis people in Canada are manifestations of Métis experiences in post-secondary education. Unfortunately, studies of socio-economic statistics consistently show large disparities remain between Aboriginal peoples and the general Canadian population. In this report, Métis-specific literature on education is examined and discussed. The report goes on to make four recommendations for a thriving Métis future.
The Aboriginal Learning Knowledge Centre – Pedagogy of Professionals and Practitioners Animation Theme Bundle is pleased to be a major contributor to the University of Regina's Aboriginal Knowledge Exchange Project (AKEP).
The purpose of this project is to promote dialogue and reflection relating to the key concepts of Aboriginal knowledge in the profession of teacher education in the Aboriginal Teaching Education Programs (ATEPs) in Canada. The project was launched in a national invitational symposium of ATEP faculty and students in Canada in Regina on May 26 – 28, 2008. Participants were invited to share the results of a self study on the topic of "Aboriginal Knowledge in teacher education".
The themes of the self-study were:
The outcomes of this project include:
For more information, please contact the Project Director, Dr. Michael Tymchak at tymchak@uregina.ca or visit the University of Regina, Faculty of Education website at education.uregina.ca/index.php?q=about.html.
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