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Open Access
Teaching Indigenous literatures for decolonization: Challenging learning, learning to challenge
(Alberta Journal of Educational Research, 2020-06-15) Hanson, Aubrey Jean
This paper examines the significance of colonial contexts that influence the teaching of Indigenous literatures. It draws upon conversations I held with Indigenous writers and with secondary educators, in which we discussed the relationships between Indigenous communities, Indigenous literatures, and classroom teaching in Canada. In dialogue with teachers’ and authors’ perspectives, this paper argues that, when Indigenous stories are told and taught, readers are invited to challenge colonial understandings and are implicated into challenging classroom experiences. The pedagogical experiences precipitated by Indigenous literatures can be difficult for teachers and students, leading to unsettling dynamics, but are importantly decolonizing.
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Open Access
Indigenous students' learning in library spaces
(2023-01-04) K. Alix Hayden; Susan Beatty; Cheryl Jeffs; Shauna Rutherford
We provide an overview of a two-phased study focused on undergraduate Indigenous students’ perspectives of learning in library spaces. We will delve into the participatory photography methods utilized, Photovoice and Photo Elicitation, describing the process used in each phase. Results presented are informed by the 5R’s for Indigenous Research Framework, sharing the themes generated through data analysis. Throughout our presentation, we will share the words and the photographs from the student co-researchers and participants.
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Open Access
How do international students reconstruct their identity as readers when they transition into Canadian post-secondary education?
(Language & Literacy, 2023-08-19) Chen, Danni; Hanson, Aubrey Jean
Recognizing the cultural transitions Chinese international students undergo as readers in the Canadian higher education system, this study explores the difficulties encountered by four Chinese students and uncovers how they experienced, responded to, and transformed in a new cultural reading environment. Focusing on the notion of a reader’s identity, this study uses narrative inquiry to show how participants’ readers identities are reconstructed in a new cultural reading environment. It concludes that readers’ identities reflect readers’ different cultural memberships. As international students crossing cultural boundaries, their identities as readers shape how they interpret and understand the meaning of reading materials.
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Open Access
Ways to create ethical spaces to enhance learning for Indigenous students: A participatory photography study
(2023-11-10) Cheryl Jeffs; Susan Beatty; K. Alix Hayden; Shauna Rutherford
Our SoTL research was conducted at the Taylor Family Digital Library, University of Calgary, a Canadian research-intensive university. As librarians and educators, we wondered how Indigenous students perceived learning in library spaces. In collaboration with Indigenous students, our co-researchers and study participants, we redefined the research question: How can ethical spaces be created to enhance learning in a good way for Indigenous learners at the University of Calgary?
Ermine (2007) defines ethical space as “a space between the Indigenous and Western thought worlds” to meet and work together to build engaging and enduring partnerships (p. 194). Using Photovoice and photo-elicitation methods, we collected students’ stories, then used NVivo software to analyze and interpret student interviews, photos, and discussions.
Data illuminated the ways Indigenous students imagined ethical spaces for learning. These data align with the vision identified in the University’s Indigenous Strategy ii’ taa’poh’to’p: Ways of knowing (teaching, learning and research), ways of doing (policies, procedures and practice), ways of connecting (relationships, partnerships, connections to land and place) and ways of being (identity, inclusivity, leadership and engagement) (2017, p. 6)
Addressing the conference’s theme of Context Matters, one of Felton’s SoTL principles, “grounded in context”, informed this work (2008, p. 122). A scoping review identified the global literature on library services and resources supporting Indigenous students’ learning, and the local context focused on Indigenous students’ perspectives of learning in informal spaces on our campus through participatory photography methods
Our study provided Indigenous students an opportunity to explore ways of creating ethical spaces to support their learning, reflect, and contribute their knowledge. To move forward, recommendations and conclusions will serve to develop a plan for action.
References
Ermine, W. (2007). The ethical space of engagement. Indigenous Law Journal. 2007; 6(1):193–203.
Felton, P. (2008). Principles of good practice in SoTL, Teaching and Learning Inquiry, 1(1), 121-125. https://doi.org/10.20343/teachlearninqu.1.1.121
University of Calgary (2017). ii’ taa’poh’to’p, Indigenous Strategy https://www.ucalgary.ca/live-uc-ucalgary-site/sites/default/files/teams/136/Indigenous%20Strategy_Publication_digital_Sep2019.pdf
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Open Access
Designing Graduate Training on Academic and Research Integrity: Graduate Student and Experts' Experiences
(2024-04-10) Dahal, Bibek; Eaton, Sarah; Godley, Jenny
Academic and research integrity is an integral part of graduate training across academic disciplines. This conference session explores academic and research integrity experts’ and graduate student’s experience designing self-paced graduate level training courses that aim to promote graduate students’ ethical decision-making practices in their academic and research activities. Designing training with students (not for students) ensures the inclusion of students’ voices and perspectives, promoting effective training implementation. We argue that student(s) inclusion is essential in designing graduate training to promote academic and research integrity, upholding the equity principle of “nothing about us without us”.