Thompson Rivers University
Thompson Rivers University

Journal Articles, Books & Chapters

A — B

A SNAPSHOT: American Indian/Alaska Native students in higher education. (2006). Diverse: Issues in Higher Education, 23(19), 26-27.

Absolon, K. E. (2016). Wholistic and Ethical: Social Inclusion with Indigenous Peoples. Social Inclusion, 4(1), 44-56. doi:10.17645/si.v4i1.444

Academica Group. (2016). How indigenization can support students while honouring reconciliation. Retrieved from: https://forum.academica.ca/forum/how-indigenization-can-support-students-while-honouring-reconciliation

Alarcn, J. D., & Bettez, S. (2017). Feeling brown in the academy: Decolonizing mentoring through a disidentification muxerista approach. Equity & Excellence in Education, 50(1), 25.

Albert, Braz. (2015). Minus literature: The curious canonisation of Len Findlay’s ‘Always Indigenize!”. British Journal of Canadian Studies, 28(1), 89–104.

Alfred, T. (2012). Taiaiake Alfred: Indigenizing the academy. [Video file]. Retrieved from https://www.youtube.com/watch?v=7FL8wKpdUvA

Alfred, T. (2005). Wasáse: Indigenous pathways of action and freedom. Peterborough, ON: Broadview Press.

Antoine, D. (2017). Pushing the academy: The need for decolonizing research. Canadian Journal of Communication, 42(1), 113-119.

Anuik, J., Battiste, M., George, N., & George, P. (2010). Learning from promising programs and applications in nourishing the learning spirit. Canadian Journal of Native Education, 33(1), 63.

Anuik, J., & Gillies, C. L. (2012). Indigenous knowledge in post-secondary educators' practices: Nourishing the learning spirit. Canadian Journal of Higher Education, 42(1), 63.

Archibald, J., Pidgeon, M., & Hawkey, C. (2009). Aboriginal transitions: Undergraduate to graduate studies. AT: U2G Phase I final report. Research Report. University of British Columbia. Vancouver. Retrieved from www.aboriginaltransitions.ca

Barnhardt, R. (1986). Domestication of the ivory tower: Institutional adaptation to cultural distance. Fairbanks, AK: University of Alaska Fairbanks.

Barnhardt, R. (1991). Higher education in the fourth world: Indigenous people take control. Tribal College: Journal of American Indian Higher Education, Autumn.

Battiste, M. (1998). Enabling the autumn seed: Toward a decolonized approach to Aboriginal knowledge, language, and education. Canadian Journal of Native Education, 22(1), 16-27.

Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit.Saskatoon, SK: Purich. Battiste, M., & Barman, J. (Eds.). (1995). First Nations education in Canada: Circle unfolds. British Columbia: University of British Columbia.

Battiste, M., Bell, L., & Findlay, L. M. (2002). Decolonizing education in Canadian universities: An interdisciplinary, international, Indigenous research project. Canadian Journal of Native Education, 26(2), 82-95.

Barman, J., & Battiste, M. A. (1995). First Nations education in canada: The circle unfolds. Vancouver: UBC Press, 1995.

Battiste, M. (2000). Reclaiming indigenous voice and vision. Vancouver : UBC Press, 2000.

Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Ottawa, Ont. Indian and Northern Affairs.

Battiste, M. (2010). Nourishing the learning spirit: Living our way to new thinking. Education Canada, 50(1), 14-18.

Battiste, M. (2012). Foreword to warrior women. Advances in Research on Teaching, 17, xv.

Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Saskatoon, SK, Canada: Purich Publishing Limited, 2013.

Battiste, M. A. (2001). Trying to get it back: Indigenous women, education and culture by Gillian Weiss et al. (review). University of Toronto Quarterly, (1), 159.

Battiste, M., Bell, L., Findlay, I. M., Findlay, L., & Henderson, J. Y. (2005). Thinking place: Animating the Indigenous humanities in education. Australian Journal of Indigenous Education, 34, 7-19.

Battiste, M., & Henderson, J. Y. (2000). Protecting Indigenous knowledge and heritage: A global challenge. Saskatoon : Purich, c2000].

Battiste, M., & Youngblood, J. (2009). Naturalizing Indigenous knowledge in eurocentric education. Canadian Journal of Native Education, 32(1), 5.

Billy Minnibarriet, V. (Ed.). (2012). Aboriginal postsecondary education in British Columbia: Nicola valley institute of technology—"An eagle's gathering place". University of British Columbia, Vancouver. Retrieved from http://www.collectionscanada.gc.ca/ obj/thesescanada/vol2/BVAU/TC-BVAU-42089.pdf

Blodgett, A. T., Schinke, R. J., Peltier, D., Fisher, L. A., Watson, J., & Wabano, M. J. (2011). May the circle be unbroken: The research recommendations of aboriginal community members engaged in participatory action research with university academics. Journal of Sport & Social Issues, 35(3), 264.

Boidin, C., Cohen, J., & Grosfoguel, R. (2012). ntroduction: From University to Pluriversity: A Decolonial Approach to the Present Crisis of Western Universities. Human Architecture: Journal of the Sociology of Self-Knowledge, 10(1 ), 1-6. Retrieved from http://scholarworks.umb.edu/humanarchitecture/vol10/iss1/2

Brant Castellano, M. (2014). Indigenizing education. Retrieved from http://www.cea-ace.ca/blog/marlenebrant-castellano/2014/06/2/indigenizing-education

Burton, W. & Point, G. (2006). Histories of Aboriginal adult education in Canada. In T. Fenwick, T. Nesbit, and B. Spencer (Eds.), Contexts of adult education: Canadian perspectives (pp. 36- 48). Toronto, ON: Thompson Educational.

C — D

Campbell, A. E. (2007). Retaining american indian/alaskan native students in higher education: A case study of one partnership between the tohono O'odham nation and pima community college, Tucson, AZ. Journal of American Indian Education, 46(2), 19.

Cappon, Paul. (2008). Measuring success First Nations, Inuit and Metis learning, policy options. Retrieved from: http://policyoptions.irpp.org/magazines/whither-the-liberals/measuring-success-in-first-nations-inuit-and-metis-learning/

Carney, C. M. (1999a). Chronology of important events in the history of native american higher education in the united states. Native American Higher Education in the United States, 155.

Carney, C. M. (1999b). The current status of native american higher education. Native American Higher Education in the United States, 145.

Castleden, H., Garvin, T., & First Nation, H. (2008). Modifying photovoice for community-based participatory Indigenous research. Social Science & Medicine, 66(6), 1393-1405. doi:10.1016/j.socscimed.2007.11.030

Castleden, H., Morgan, V. S., & Lamb, C. (2012). 'I spent the first year drinking tea': Exploring canadian university researchers' perspectives on community-based participatory research involving indigenous peoples. Canadian Geographer, 56(2), 160-179. doi:10.1111/j.1541-0064.2012.00432.x

Castleden, H., Sylvestre, P., Martin, D., & McNally, M. (2015). "I don't think that any peer review committee... would ever 'get' what I currently do": How institutional metrics for success and merit risk perpetuating the (re)production of colonial relationships in community-based participatory research involving indigenous peoples in canada. International Indigenous Policy Journal, 6(4), 1.

CBC News. (2015). UWinnipeg students' union calls for mandatory indigenous course. Retrieved from http://www.cbc.ca/news/canada/manitoba/uwinnip eg-students-union-calls-for-mandatory-indigenouscourse-1.2958811

Charbonneau, L. (2015). Canada’s universities commit to enhancing opportunities for indigenous students. Retrieved from http://www.universityaffairs.ca/news/news-article/canadas-universities-commit-to-enhancing-opportunities-for-indigenous-students/

Charles, E. (2007). How can I bring ubuntu as a living standard of judgement into the academy?: Moving beyond decolonisation through societal reidentification and guiltless recognition University of Bath.

Chavez, A. F., & Minthorn, R. S. (2015). Indigenous leadership in higher education. New York: Routledge.

CIHR. (2007). ARCHIVED - CIHR Guidelines for Health Research Involving Aboriginal Peoples. Retrieved April 12, 2009 from http://www.cihr-irsc.gc.ca/e/29134.html

Coburn, E. (2013). Indigenous Research as Resistance. Socialist Studies, 9(1), 52-63.

Coleman, D., Battiste, M., Henderson, S., Findlay, I. M., & Findlay, L. (2012). Different knowings and the indigenous humanities. English Studies in Canada, 38(1), 141-159.

College and Institutes Canada. (2014a). Indigenous education protocol. Retrieved from http://www.colleges institutes.ca/policyfocus/indigenous-learners/approa ches-and-exemplary-practices-to-guide-implementation

College and Institutes Canada. (2014b). Indigenous learners. Retrieved from http://www.colleges institutes.ca/policyfocus/indigenous-learners

Communications. (2015, March 26). Senate approves principle of Indigenous course requirement. Retrieved from http://news-centre.uwinnipeg.ca/all-posts/senate-approves-principle-of-indigenous-courserequirement

Copaci, I. A., & Rusu, A. S. (2015). A profile outline of higher education E-tutoring programs for the digital-native student – literature review. Procedia - Social and Behavioral Sciences, 209(-), 145-153. doi:10.1016/j.sbspro.2015.11.270

Cote-Meek, S. (2017, February 16). Postsecondary education and reconciliation. Policy Options. Retreived May 24, 2017 from http://policyoptions.irpp.org/magazines/february-2017/post-secondary-education-and-reconciliation/

Craven, R. G., Ryan, R. M., Mooney, J., Vallerand, R. J., Dillon, A., Blacklock, F., & Magson, N. (2016). Toward a positive psychology of indigenous thriving and reciprocal research partnership model. Contemporary Educational Psychology, 47, 32-43. doi:10.1016/j.cedpsych.2016.04.003

Cunsolo Willox, A., Harper, S. L., & Edge, V. L. (2013). Storytelling in a digital age: Digital storytelling as an emerging narrative method for preserving and promoting indigenous oral wisdom. Qualitative Research, 13(2), 127-147. doi:10.1177/1468794112446105

Darden, J. T., & Bagaka's, J. G. (1994). Segregation of american indian undergraduate students in institutions of higher education. Equity & Excellence in Education, 27(3), 61.

Diversi, M., & Finley, S. (2010). Poverty pimps in the academy: A dialogue about subjectivity, reflexivity, and power in decolonizing production of knowledge. Cultural Studies/Critical Methodologies, 10(1), 14.

Donald, D. (2009). The curricular problem of Indigenousness: Colonial frontier logics, teacher resistances, and the acknowledgment of ethical space. In J. Nahachewsky & I. Johnston (Eds.), Beyond presentism: Re-imagining the historical, personal, and social places of curriculum (pp. 23–41). Rotterdam, The Netherlands: Sense Publishers.

Dumbrill, G. C., & Green, J. R. (2007). Including indigenous knowledge in web-based learning. Journal of Technology in Human Services, 25(1), 103.

E — H

Findlay, Len. (2000). Always Indigenize!: The radical humanities in postcolonial Canadian universities. A Review of International English Literature, 31(1), 307–326.

Forbes, B. (2015). Using a teepee to teach math: The impact of the TRC in the classroom. Retrieved from http://www.cbc.ca/news/canada/manitoba/trc-calls-for-education-as-a-tool-for-reconciliation-1.3372491

Fox, M. J. T. (2009). American Indian women in higher education: Navigating the doctorate. Studies in the Humanities, 36(2), 69.

Frawley, J. Larkin, S. Smith, J. A. (2017). Indigenous pathways, transitions and participation in higher education: From policy to practice. Retrieved June 9, 2017 from doi:10.1007/978-981-10-4062-7.

Fredericks, B., & Lee Brien, D. (2014). I have pen, book and food; now, let's write. AlterNative: An International Journal of Indigenous Peoples, 10(4), 422-433.

Garson, K., & Dumouchel, L. (2013). G2: Internationalization and Indigenization: Finding the synergies. Paper presented at the CBIE, Vancouver, BC. Retrieved from http://www.cbie-bcei.ca/wp-content/uploads/%202013/08/G2-Internationalization-andIndigenization.pdf

Gonz, E. M., & Lincoln, Y. S. (2006). Decolonizing qualitative research: Non-traditional reporting forms in the academy. Forum: Qualitative Social Research, 7(4)

González, R. G., & Colangelo, P. (2010). The development of Indigenous higher education: A comparative historical analysis between australia, canada, new zealand, and the U.S., 1880-2005. Journal of American Indian Education, 49(3), 3.

Gonzalez, Y. G., & Lincoln, Y. S. (2006). Decolonizing qualitative research: Non-traditional reporting forms in the academy. Forum: Qualitative Social Research, 7(4), 1.

Green, B. (2016). Decolonizing of the nursing academy. Canadian Journal of Native Studies, 36(1), 131.

Guenette, F. and Marshall, E. A. (2008). Indigenizing counselor education: Implementing postsecondary curriculum change. Canadian Journal of Native Education, 31(1), 107-120.

Harala, K., Smith, C., Hassel, C., & Gailfus, P. (2005). New moccasins: Articulating research approaches through interviews with faculty and staff at native and non-native academic institutions. Journal of Nutrition Education & Behavior, 37(2), 67-76.

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Hampton, E., Beal, C., Battiste, M., Little Bear, L., Henderson, J. (. Y., Barsh, R. L., . . . Wright, S. (2002, October 31). Indigenous knowledge and intellectual property: Scoping the definitions and issues. Ottawa: Indian and Northern Affairs Canada, 1-69.

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Hare, J., & Pidgeon, M. (2011). The way of the warrior: Indigenous youth navigating the challenges of schooling. Canadian Journal of Education, 34(2), 93-111.

Harris, B. (2006). What can We Learn from Traditional Aboriginal Education? Transforming Social Work Education Delivered in First Nations Communities. Canadian Journal of Native Education, 29(1), 17-134.

Harris, M., & Carlson, B. (2016). Introduction. AlterNative: An International Journal of Indigenous Peoples, 12(5), 459-463. doi:10.20507/AlterNative.2016.12.5.1

Hatherly, D. (2015, February 24). Decolonizing universities for Indigenous achievement: University of manitoba strategically plans to decolonize, emphasize indigenous success. The Manitoban. Retrieved May 26, 2017 from http://www.themanitoban.com/2015/02/decolonizing-universities-indigenous-achievement/22910/

Higher education among american Indian elders increases their likelihood of engaging in physical activity. (2008). AHRQ Research Activities, (338), 5-6.

Hill, E. (2012). A critique of the call to "always Indigenize!". Peninsula: A Journal of Relational Politics, 2(1), 1.

Hill, G. and Wilkinson, A.(2014). Indigegogy: A transformative Indigenous educational process. Canadian Social Work Review, 31(2), pp. 173-193.

Human Capital Strategies. (2005). Review of Aboriginal post-secondary education programs, services, and strategies/best practices and Aboriginal special projects funding (ASPF) program. Retrieved from http://www.humancapitalstrategies.ca/download/fi nal_report_june_30-05.pdf

Hyslop, Katie. (2016). How to bring First Peoples into BC classrooms. Retrieved from: https://thetyee.ca/News/2016/11/03/First-Peoples-in-BC-Classrooms/

I — L

Ives, N. G., Aitken, O., Loft, M. and Phillips, M. (2007). Rethinking Social Work Education for Indigenous Students: Creating Space for Multiple Ways of Knowing and Learning. First Peoples Child and Family Review, 3(4), 13-20

Johnson, S. (2016). Indigenizing higher education and the Calls to Action: Awakening to personal, political, and academic responsibilities. Canadian Social Work Review, 33(135-141).

Johnson, S., Archibald, J., Rigney, L. & Martin, G. (2014). Editorial: Indigenizing the international academy. Canadian Journal of Native Education, 37(1), 1-8.

Johnson, S. (2013). We are the ones we’ve been waiting for: Towards the development of an Indigenous educational advocacy organization for Indigenous children in Canada’s custody. Canadian Journal of Native Education, 36(1), 126-145.

Johnson, S. (2013). Making space for community-based practice experience and spirit in the academy: Journeying towards the making of an Indigenous academic. First Peoples Child and Family Review, 8(2), 82-90.

Johnson, S., Brown, L. & Calvert, B. (2014). Transforming education: Strategies to improve the education of urban Aboriginal youth. [Video file]. Retrieved fromhttps://youtu.be/AQsnhsnrVdg

***Johnson, S. D. (2007). Case #3 in the name of honor: Impact of American Indian mascots at institutions of higher education. 51.

Jondrea, M. (2017, February 17). Decolonizing and Indigenizing the academy. Retrieved May 17, 2017 from https://www.algomau.ca/decolonizing-indigenizing-academy/

Joseph, B. (2017). 27 Tips on what to say and do: Working effectively with Indigenous peoples. Retrieved from http://www.ictinc.ca/27-working-effectively-with-aboriginal-peoples-must-dos

Kajner, T., Fletcher, F., Makokis, P. (2012). Balancing head and heart: The importance of relational accountability in community-university partnerships. Retrieved from:http://ualberta.academia.edu/FayFletcher

Kawalilak, C., Wells, N., Connell, L., & Beamer, K. (2012). E-learning access, opportunities, and challenges for aboriginal adult learners located in rural communities. College Quarterly, 15(2)

Kirkness, V. J., & Barnhardt, R. (2016). First nations and higher education: The four R's--respect, relevance, reciprocity, responsibility. Journal of College and University Student Housing, 42(2), 94-109.

Kovach, Margaret. (2009). Indigenous methodologies: Characteristics, conversations, and contexts. Toronto, ON: University of Toronto Press.

Lafrenière, G., Diallo, L. and Dubie, D. (2007). Building Bridges Between Academe and Community: Case Study of the Healing of the Seven Generations Project. Native Social Work Journal, 6(1), pp. 121-136.

Latulippe, N. (2015). Situating the work. AlterNative: An International Journal of Indigenous Peoples, 11(2), 118-131.

Lavallée, L. F. (2009). Practical Application of an Indigenous Research Framework and Two Qualitative Indigenous Research Methods: Sharing Circles and Anishnaabe Symbol-Based Reflection. International Journal of Qualitative Methods, 8(1), 21-40.

Learn Alberta. (n.d.). Walking together: First Nations, Métis and Inuit perspective in curriculum. Retrieved from http://www.learnalberta.ca/content/aswt/

Lee, D. A. (2001). Aboriginal students in canada: A case study of their academic information needs and library use. Journal of Library Administration, 33(3-4), 259.

***Lindsay, W. G. (2002). The key and the coveted: An expose on the lack of first nations representation in first nations studies programs at the college and university level.

Loft, S. (2012, Summer). Reconciliation...Really? From MacDonald to Harper: A legacy of colonial violence. West Coast Line, 46, 40-47, 185.

Ly, A., & Crowshoe, L. (2015). Stereotypes are reality: Addressing stereotyping in canadian aboriginal medical education. Medical Education, 49(6), 612.

M — O

Macdonald, M. (2017, June/July). Indigenous voices: What would a reconciled Canada look like? University Affairs, 58(6), 12-18. Retrieved June 5, 2017 from http://www.universityaffairs-digital.com/universityaffairs/201706

Macdonald, M. (2016, April 6). Indigenizing the academy. Retrieved from http://www.universityaffairs.ca/features/feature-article/indigenizing-the-academy/

Maldonado-Torres, N. (2011). The latina/o academy of arts and sciences: Decolonizing knowledge and society in the context of neo-apartheid.Harvard Latino Law Review, 14, 283-293.

Manitowabi, S. and Gauthier-Frohlick, D. (2012). Relationship Building: A Best Practice Model for Aboriginal Women’s Health Research. Native Social Work Journal, 8(1), 57-74.

McClellan, G. S., Tippeconnic Fox, M. J., & Lowe, S. C. (2005). Where we have been: A history of native american higher education. New Directions for Student Services, 2005(109), 7-15.

McIvor, O. (2010). I am my subject: Blending Indigenous research methodology and autoethnography through integrity-based, spirit-based research. Canadian Journal of Native Education, 33(1), 137-151,155.

Mihesuah, Devon Abbott, & Wilson, Angela Cavendar (Eds.). (2004). Indigenizing the academy: Transforming scholarship and empowering communities. Lincoln, NB: University of Nebraska Press.

Mixon, Laura. (2009). Teaching Aboriginal higher learners: Professional development workbook. Retrieved from: http://www.cardenconsulting.com/uploads/3/2/4/4/3244024/aboriginalteachingworkbook_finalmar09.pdf

Moreira, C. (2009). Unspeakable transgressions: Indigenous epistemologies, ethics, and decolonizing academy/inquiry. Cultural Studies/Critical Methodologies, 9(5), 647.

Morrissette, L. (2013). We are the agents of change: Thoughts on Aboriginal adult education. In J. Silver (Ed.), Moving forward, giving back: Transformative Aboriginal adult education. Black Point, NS: Fernwood.

Morton Ninomiya, M. E., & Pollock, N. J. (2017). Reconciling community-based indigenous research and academic practices: Knowing principles is not always enough. Social Science & Medicine, 172, 28-36. doi:10.1016/j.socscimed.2016.11.007

National science foundation funds higher education. (2009). Federal & Foundation Assistance Monitor, 9(42), 9.

Native americans and higher education: New mood of optimism. (1990). Change, 22(1), 27-30.

Native IHEs can comment on reporting. (2008). Federal & Foundation Assistance Monitor, 8(10), 5.

Neeganagwedgin, E. (2012). Chattling the Indigenous other. AlterNative: An International Journal of Indigenous Peoples, 8(1), 15-26.

Nilson, R. (2017, April 18). Ensure Indigenous students have access to post-secondary education. The Vancouver Sun. Retrieved May 24, 2017 from http://vancouversun.com/author/ralph-nilson

Noroozi, N. (2015). Counteracting epistemic totality and weakening mental rigidities: The antitotalitarian nature of wonderment. Philosophy of Education Yearbook, 273.

Nunpa, C. M. (2003). Native faculty, higher education, racism, and survival. American Indian Quarterly, 27(1), 349-364.

Oberg, A., Blades, D., & Thom, J. S. (2007). Untying a dreamcatcher: Coming to understand possibilities for teaching students of aboriginal inheritance. Educational Studies, 42(2), 111-139. doi:10.1080/00131940701513185

Oliphant, E., & Templeman, S. B. (2009). If we show them will they come? Attitudes of native american youth towards higher education. First Peoples Child & Family Review, 4(2), 99.

Ontario Institute for Studies in Education. (2015). Indigenous education initiative at OISE: Advancing leadership in Indigenous knowledge and education. (2015). Retrieved from https://www.oise.utoronto.ca/oise/UserFiles/File/IndigenousInitiaties2015.pdf

Ottmann, Jacqueline. (2013). Indigenizing the academy: Confronting ‘contentious ground.’ The Morning Watch: Education and Social Analysis, 40(3-4), 8–24.

Overmars, D. (2010). Indigenous knowledge, community and education in a western system: An integrative approach. First Peoples Child and Family Review, 5(2), pp. 88-95.

P — R

Pasque, P. A., & Carducci, R. (2015). Critical advocacy perspectives on organization in higher education. Higher Education: Handbook of Theory & Research, 3, 275-333. ISBN (9783319128344)

Penetito, W. (2015). Decolonizing education: Nourishing the learning spirit. AlterNative: An International Journal of Indigenous Peoples, 11(1), 78-79.

Pete, S. (n.d.). 100 Ways to indigenize and decolonize academic programs and courses. Retrieved from: https://www.uregina.ca/president/assets/docs/president-docs/indigenization/indigenize-decolonize-university-courses.pdf

Pete, S. (Summer 2013). First Nations & Métis education: the role of parents. In RezXSouth (Special Edition). Retrieved from the RezXSouth website: http://issuu.com/rezxmagazine/docs/rezxsouth_digital_edition__1/9?e=1132338/4325581

Pete, S. (2013). Attitudes and perceptions of Saskatchewan educators and non-educators towards the importance of First Nations and Métis achievement (Research Report No. 13-01). Retrieved from the Saskatchewan School Board Association website: http://www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReports/IndianAndMetisEducation/13-01.pdf

Pete, S.; Schneider, B. & O’Reilly, K. (2013). Decolonizing our practice: Indigenizing our teaching. First Nations Perspectives: The Journal of the Manitoba First Nations Education Resource Centre, 5, 99-115.

Pete, S. & Longman, S. (2012). Elders in schools: Towards culturally competent learning environments. A report commissioned by Regina Public Schools (Elders in Schools Program).

Petten, C. (2008). Budget cuts hit First Nations university. Saskatchewan Sage, 12(4), 4.

Pego, D. (1998). Arizona Indian nation hopes to bring higher education to the.. Community College Week, 15(24), 10.

Porsanger, J. (2004). An essay about Indigenous methodology. Nordlit: Tidsskrift i Litteratur Og Kultur,(8)1. 105-120. doi:10.7557/13.1910

Pidgeon, M. (2016) More than a checklist: Meaningful Indigenous inclusion in higher education. Social Inclusion, 4(1), 77-91. doi:10.17645/si.v4i1.436

Pidgeon, M., Archibald, J. & Hawkey, C. (2014). Relationships matter: Supporting Aboriginal graduate students in British Columbia, Canada. Canadian Journal of Higher Education, 44(1), 1-21.

Pidgeon, M., Muñoz, M., Kirkness, V. J., & Archibald, J. (2013). Indian control of indian education: Reflections and envisioning the next 40 years. Canadian Journal Of Native Education, 36(1), 5.

Pidgeon, M. (2008). Pushing against the margins: Indigenous theorizing of "success" and retention in higher education. Journal of College Student Retention, 10(3), 339-360.

Pidgeon, M., & Hardy Cox, D.,G. (2002). Researching with aboriginal peoples: Practices and principles. Canadian Journal of Native Education, 26(2), 96-106,201,201. Retrieved from http://ezproxy.tru.ca/login?url=http://search.proquest.com/docview/230305436?accountid=14314

Pratt, Y.V., Lalonde, S. Hanson, A., & Danyluk, P. (2017). Responding to the calls to action: Indigenizing a graduate program. FIX CITATION In P. Preciado Babb, L. Yeworiew, S. Sabbaghan, & J. Lock (Eds.). Selected Proceedings of the IDEAS Conference: Leading Educational Change. (pp. 104-112). Calgary, Canada: Werklund School of Education, University of Calgary

Reamey, B. A. (2009). Native american mascots in contemporary higher education: Part 1: Politically acceptable or ethnically objectionable? Community College Journal of Research & Practice, 33(12), 995-1008. doi:10.1080/10668920801980880

Redwing Saunders, S. & Hill, S.M.. (2007). Native education and in-classroom coalition-building: Factors and models in delivering an equitous authentic education. Canadian Journal of Education / Revue Canadienne De L'Éducation, 30(4), 1015-1045. Retrieved from http://www.jstor.org/stable/20466677

Regan, P. (2010). Peace warriors and settler allies. In Unsettling the settler within: Indian residential schools, truth telling, and reconciliation in Canada (pp. 213-237). Toronto, ON: UBC Press.

Rich, N. (2012). Introduction: Why link Indigenous ways of knowing with the teaching of environmental studies and sciences? Journal of Environmental Studies and Sciences, 2(4), 308-316.

Ritenburg, H., Young Leon, A. E., Linds, W., Nadeau, D. M., Goulet, L. M., Kovach, M., & Marshall, M. (2014). Methodologies and Indigenization. AlterNative: An International Journal of Indigenous Peoples, 10(1), 67-80.

Roberts, K. J. (2017). Community engagement in Indian higher education: Financial and partnership trends. International Journal of Educational Development, doi:10.1016/j.ijedudev.2017.03.005

Robertson, D. L. (2016). Decolonizing the academy with subversive acts of indigenous research: A review of yakama rising and bad indians. Sociology of Race & Ethnicity, 2(2), 248.

Romero, M. E. (2002). Nurturing and validating indigenous epistemologies in higher education: Comment on 'domestication of the ivory tower'. Anthropology & Education Quarterly, 33(2), 250.

Rosenkoetter, S. E., Eyes, A. D., Coehlo, D. P., & Knoble, N. (2010). Looking forward: Higher education and the head start mandate in indian country. Journal of American Indian Education, 49(3), 83.

Russell-Mundine, G. (2012). Reflexivity in indigenous research: Reframing and decolonising research? Journal of Hospitality and Tourism Management, 19, 85-90. doi:10.1017/jht.2012.8

S — Z

Saggio, J. J. (2004). Native American Christian higher education: Challenges and opportunities for the 21st century. Christian Higher Education, 3(4), 329-347. doi:10.1080/15363750490523188

Schwartz, R. A. (2001). Native american higher education in the united states. History of Education Quarterly, 41(2), 286.

Shield, R. W. (2009). Identifying and understanding indigenous cultural and spiritual strengths in the higher education experiences of indigenous women. Wicazo Sa Review, 24(1), 47.

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