Vol. 21 No. 2 (2015): Autumn 2015

View Vol. 21 No. 2 (2015): Autumn 2015

DOI: https://doi.org/10.37119/ojs2015.v21i2

Published: 2016-01-11

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Editorial

Editorial

James McNinch, Valerie Mulholland

1-2
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Articles

Possibilities for Students At-Risk: Schools as Sites for Personal Transformation

Brenda J. McMahon

3-25
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The Gap Between Text and Context: An Analysis of Ontario’s Indigenous Education Policy

Jesse K. Butler

26-48
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Thinking Together: A Duoethnographic Inquiry Into the Implementation of a Field Experience Curriculum

Jackie Seidel, Laurie Hill

49-64
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Finding Courage in the Unknown: Transformative Inquiry as Indigenist Inquiry

Michele Tanaka

65-88
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Indigenous Knowledge Realized: Understanding the Role of Service Learning at the Intersection of Being a Mentor and a College-Going American Indian

Christine A. Nelson, Natalie R. Youngbull

89-109
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Inquiring into the Assessment Education of Preservice Teachers: A Collaborative Self-Study of Teacher Educators

Elizabeth Ann Munroe, Jennifer Mitton-Kükner, Deborah Graham

110-126
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Using Art-Based Ways of Knowing to Explore Leadership and Identity With Native American Deaf Women

Damara Goff Paris

127-149
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Reading Silenced Narratives: A Curricular Journey into Innu Poetry and Reconciliation

Julie Vaudrin-Charette

150-170
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Bush Cree Storytelling Methodology: Northern Stories that Teach, Heal, and Transform

Herman Michell

171-178
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Book Review

A Review of There is No Need to Talk About This: Poetic Inquiry from the Art Therapy Studio, by Karen O. Wallace

Shuana Niessen

179-181
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