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