Welcome new and returning students to another exciting year.

The core of our educational philosophy is the guidance of the Creator, our Mother Earth, our Language & the Natural Law: Love, Honesty, Sharing, and Determiniation.

Our Treaty Rights include a wholisitic education which nurtures the four dimensions of a healthy, strong, whole person: Mental, Spiritual, Physical, Emotional.

Based on lifelong learning that is intergenerational, experiential, and process-oriented, recognizing the gifts: Abililty, Knowledge, Diversity, Humour.

This learning is facilitated in collaboration with the College and members of the seven First Nations and our partners: Dependent, Independent and Interdependent learning.

 

 

The purpose of this course is to create understanding of where we once were in our own governance institutions and how external institutions have become supplanted resulting in distortion and confusion within Indigenous communities. Indigenous governance is alive and well within ceremonial contexts. A prominent feature of this course is to create space for social work students to conceive, incubate, and apply Indigenous governance constructs in all aspects of social work practice to experience the vitality of cultural resurgence.

This course is designed to introduce and expand on the scientific theories and facts that explain the basis of life and relationships between living organisms.

The area of molecular genetics, gene regulation, biotechnology, evolutionary history, the unity and diversity of life and their environments will be explored and demonstrated. Plant biology, animal physiology, defense and immune processes will be examined.

Elders and Indigenous knowledge keepers will be invited to share Indigenous world views of the balance and purpose of life to support class discussions and explorations.

This course is designed to examine international social work practice from local, Indigenous, and global perspectives.  Building on an overview of the historical development of international social welfare, students will explore the cultural, economic, environmental, health, political, and social impacts of neo-liberal globalization. As part of this analysis, students will consider how the discipline and profession of social work is immersed within the confluence of competing political agendas and multiple conceptions of “social justice.”   Students will be invited to consider how to connect social work practice to larger social movements.  Emphasis will be placed on the development of strategies for supporting the use of Indigenous, local, and regional knowledges to address the impacts of global colonization.

This course provides an introduction to the sound, word formation and grammatical systems of the Dene language, with some discussion of sociolinguistic issues. This course is meant to be provide an introduction to scientific concepts from phonology, morphology and syntax, as well as Indigenous perspectives on the structure, use, loss and survival of Denesųliné.

This course is an introduction to lexicology, a scientific discipline that relates to the making of dictionaries and lexicons, in the context of community-driven dictionary projects in First Nations communities. Lexicology integrates theories of lexical semantics and practical lexicography. Monolingual and bilingual lexicography involve distinct issues and challenges. Because virtually all dictionaries of First Nations languages are bilingual (translating to and from English), this course focuses on bilingual lexicology.

This Moodle page has been provided to facilitate participation in this workshop for those who were unable to attend. Also included is an open forum for the sharing of ideas.

Thepurpose of this course is to provide opportunities for meaningful inquiry intothe interconnected significance of Indigenous notions of land, place and story.Through the course process, we will work together to deepen our understandingsof the curricular and pedagogical possibilities that these notions provideeducators today. The course process will combine in-class academic and teacherly explorations with two full-dayfield trip experiences. Course participants will visit sites—accompanied byElders and helpers—for the purpose of learning about the educational, cultural,spiritual, and historical significance of these sites through ceremony, directexperience, stories, and dialogue.

This course will provide an opportunity for graduate students to develop a knowledge base with an academic focus on the revitalization of Indigenous languages. They will acquire new insights, knowledge and understanding about the vitality of Indigenous languages, and the relationship and impact of languages on Indigenous peoples and their communities through discussions and assignments that derive from Indigenous ways of thinking, being and relating.

Thiscourse will focus on leadership principles that guide Indigenous peoples’ tomove towards a vision of decolonization in their communities that enable them tocontribute to making meaningful change. Effectiveleadership begins through examining oneself by undergoing personaltransformation and transplanting learned values and principles into one’s dailylife (home and work). Through thecolonial process, laws and policies of assimilation were forcibly imposed uponthe lives of Indigenous people. Despitethese attempts to assimilate Indigenous peoples into mainstream Canadiansociety, Indigenous people have always engaged in various struggles ofresistance in an effort to preserve and protect their way of life. Readings and classroom dialogue will movefrom the colonial pathology of leadership to transformative change in reclaimingIndigenous leadership roles and responsibilities.

Syllabus Statement: Two paradigms are presented in this course to provide an understanding of current educational practice of Indigenous Peoples’ Education.

This course examines social inequality and stratification – key concepts in sociology. Stratification refers to systematic social inequality in the access of opportunities, resources and rewards; uneven distribution to people across social categories based on achieved and ascribed statuses. This course will provide you with the foundation for understanding social inequality in its multiple and intersectional forms. We will address how stratification has varied through history and question why members of certain groups advance while others do not.
Given the relational trauma that is so pervasive in Indigenous communities (due to the painful legacy of colonization, residential school, and cultural genocide), this course introduces students to family relationship patterns they have inherited from prior generations and how these patterns manifest themselves in their family of creation as well as in their work environment.Thus, for example, students will explore the differences between closed and open family systems, how these polar opposite systems shape individual development and the acquisition of relational skills/deficits, while also noticing the parallels between community leadership styles (principals, teachers, agency administrators, etc) and family of origin background (open v/s closed systems).

ANTH100: Introduction to Cultural Anthropology

Teacher: Brenda Lennie

Summary:

APA (American Psychological Association) format is required for assignments submitted by students in all Blue Quills courses and is the accepted standard at most universities and colleges both in North America and internationally. This is the second workshop in the two-part series.

Objectives:

  1. Learn how to use Google Scholar to cite references.

  2. Actively engage students in exercises on using APA format for print sources

Outline:

  • Introduce participants to Google Scholar and Owl Purdue websites.

  • Preparatory activity (information gathering online resources)—Research summary and references page.

  • Explain the requirements for citing and listing online sources accurately.

  • Print Citation activity (creating a reference page)—Collaborative Research Response to Criticism.