References
Czyzewski, K. (2011). The truth and reconciliation commission of Canada: Insights into the goal of transformative education. The International Indigenous Policy Journal, 2(3):4. https://ir.lib.uwo.ca/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1026&context=iipj.
Draper, C. (2016). Re-conceptualizing indigenous student success in response to the TRC’s calls to action. In T. Falkenberg (Ed.), Philosophical inquiry in education: Engaging with the TRC’s calls to action. 23-34. Winnipeg: University of Manitoba Faculty of Education.
Gebhard, A. (2017). Reconciliation or racialization? Contemporary discourses about residential schools in the Canadian prairies. Canadian Journal of Education, 40(1), 1-30. search-proquest-com.ezproxy.uleth.ca/docview/1880381514?accountid=12063
Government of Canada Indigenous and Northern Affairs (2010). Retrieved from: http://www.aadnc-aandc.gc.ca/eng/1100100032291/1100100032292.
Kanu, Y. (2002). In their own voices: First Nations students identify some cultural mediators of their learning in the formal school system. Alberta Journal of Educational Research, 48(2), 98-121. http://ajer.journalhosting.ucalgary.ca/index.php/ajer/article/view/315/307.
Preston, J., & Claypool, T. (2013). Motivators of educational success: Perceptions of grade 12 Aboriginal students. Canadian Journal of Education, 36(4), 257-279. http://journals.sfu.ca/cje/index.php/cje-rce/article/view/1233/1661.
Sacher, M., Sacher, M., and Vaughan, N. (2014). A blended approach to Canadian First Nations education. In Nunes, M.B. & McPherson, M. Proceedings of the international conference e-learning 2014. (21-28). Lisbon, PT: International Association for Development of the Information Society. https://files.eric.ed.gov/fulltext/ED557281.pdf.
Schultz, C. (2017). Between discomfort and comfort: towards language that creates space for social change. Philosophical Inquiry in Education, 24, 266-272. https://files.eric.ed.gov/fulltext/EJ1150532.pdf.
Draper, C. (2016). Re-conceptualizing indigenous student success in response to the TRC’s calls to action. In T. Falkenberg (Ed.), Philosophical inquiry in education: Engaging with the TRC’s calls to action. 23-34. Winnipeg: University of Manitoba Faculty of Education.
Gebhard, A. (2017). Reconciliation or racialization? Contemporary discourses about residential schools in the Canadian prairies. Canadian Journal of Education, 40(1), 1-30. search-proquest-com.ezproxy.uleth.ca/docview/1880381514?accountid=12063
Government of Canada Indigenous and Northern Affairs (2010). Retrieved from: http://www.aadnc-aandc.gc.ca/eng/1100100032291/1100100032292.
Kanu, Y. (2002). In their own voices: First Nations students identify some cultural mediators of their learning in the formal school system. Alberta Journal of Educational Research, 48(2), 98-121. http://ajer.journalhosting.ucalgary.ca/index.php/ajer/article/view/315/307.
Preston, J., & Claypool, T. (2013). Motivators of educational success: Perceptions of grade 12 Aboriginal students. Canadian Journal of Education, 36(4), 257-279. http://journals.sfu.ca/cje/index.php/cje-rce/article/view/1233/1661.
Sacher, M., Sacher, M., and Vaughan, N. (2014). A blended approach to Canadian First Nations education. In Nunes, M.B. & McPherson, M. Proceedings of the international conference e-learning 2014. (21-28). Lisbon, PT: International Association for Development of the Information Society. https://files.eric.ed.gov/fulltext/ED557281.pdf.
Schultz, C. (2017). Between discomfort and comfort: towards language that creates space for social change. Philosophical Inquiry in Education, 24, 266-272. https://files.eric.ed.gov/fulltext/EJ1150532.pdf.