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Indigenous identity formation in post-secondary institutions : I found myself in the most unlikely place
https://archives.whyte.org/en/permalink/catalogue25266
- Medium
- Library - Book (including soft-cover and pamphlets)
- Published Date
- 2020
- Author
- Barnes, Barbara G.
- Voyageur, Cora J.
- Publisher
- Edmonton, Alberta : Brush Education Inc.
- Call Number
- 07.2 B26i
1 website
- Responsibility
- Barbara G. Barnes
- Cora J. Voyageur
- Publisher
- Edmonton, Alberta : Brush Education Inc.
- Published Date
- 2020
- Physical Description
- 132 pages
- Subjects
- Anthropology
- First Nations
- History
- Abstract
- This book presents a study conducted between 2005 and 2010 of 60 self-declared Indigenous university students from western Canada. The study explored Indigenous identity formation among these students through these central research questions:
- Do conventional definitions of identity, and conventional identity formation theories, offer ways to understand the identity of these Indigenous students?
- What role, if any, does postsecondary education play in the formation and/or confirmation of the identity of Indigenous students as Indigenous individuals? The study is unique for two reasons. First, little scholarly attention has been paid to Indigenous individuals’ sense of identity. While the literature and research on identity is diverse, it mostly focuses on Eurocentric definitions of identity. Second, this study emphasizes Indigenous identity formation in postsecondary institutions. This book moves beyond a simple understanding of Indigenous students’ concept of identity and delves into determining the role a university education can play in the development of an Indigenous individual’s identity (from publisher's website)
- Contents
- Preface and dedication
- Acknowledgements
- Introduction
- Find the self: a history of defining Indigenous identity in Canada
- Conventional and Indigenous concepts of identity
- A history of Indigenous education in Canada
- Who were the participants?
- Identity and Blumer's symbolic interactionism: definitions and participant responses
- Identity and Mihesuah's Native identity development theory: definition and participant responses
- The university experience
- Building on Mihesuah: a Canadian Indigenous identity formation model
- References
- About the authors
- ISBN
- 9781550598544
- Accession Number
- P2020.08
- Call Number
- 07.2 B26i
- Collection
- Archives Library
- URL Notes
- Publisher's website
Websites
This material is presented as originally created; it may contain outdated cultural descriptions and
potentially offensive content.
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My heroes have always been Indians : a century of great Indigenous Albertans
https://archives.whyte.org/en/permalink/catalogue25267
- Medium
- Library - Book (including soft-cover and pamphlets)
- Published Date
- 2018
- Author
- Voyageur, Cora J.
- Publisher
- Edmonton, Alberta : Brush Education Inc.
- Call Number
- 07.2 V85m
1 website
- Author
- Voyageur, Cora J.
- Responsibility
- Cora J. Voyageur
- Publisher
- Edmonton, Alberta : Brush Education Inc.
- Published Date
- 2018
- Physical Description
- 226 pages
- Subjects
- Anthropology
- First Nations
- History
- Biography
- Alberta
- Abstract
- In a series of inspirational profiles, Cora Voyageur celebrates the achievements of 100 remarkable Indigenous Albertans in the fields of art, literature, business, politics, sports, education, human rights and more. From world-renowned architect Douglas Cardinal, whose iconic designs are seen from Edmonton to Washington, DC, to Nellie Carlson, a tireless activist whose work has advanced the rights of Indigenous women, the contributions of Indigenous Peoples have greatly enriched the social, cultural and economic fabric of Alberta. An introduction provides a brief history of Indigenous Peoples in Alberta, including an explanation of the Numbered Treaties. (from publisher's website)
- ISBN
- 9781550597547
- Accession Number
- P2020.08
- Call Number
- 07.2 V85m
- Collection
- Archives Library
- URL Notes
- Publisher's website
Websites
This material is presented as originally created; it may contain outdated cultural descriptions and
potentially offensive content.
Read more.
