Indigenous Programs Research Articles

Lived Experiences of Indigenous People’s Education (IPED) Teachers in Integrating the IPED Curriculum

The IPEd Program aims to provide marginalized ethnic groups with an inclusive curriculum that respects their cultural identity. Department of Education recognizes that access to culture-responsive primary education is a crucial issue that needs to be addressed among Indigenous Peoples, given its significance in achieving the country's Education for All (EFA) targets. This study was conducted to determine the lived experiences of IPED teachers in integrating the IPED curriculum. Participants were assigned from different IPED-implementing schools in the Division of Misamis Occidental. They were selected through purposive sampling. Face-to-face interviews were conducted to gather the data from the participants. The study employed a qualitative research design, and the researcher used the transcendental phenomenological approach. Responses were analyzed using Braun and Clarke’s thematic method of data analysis. Findings revealed that IPED teachers faced various challenges in integrating the IPED curriculum, including additional workload, difficulty in Subanen Orthography, limited IPED instructional materials, and disinterest in the Indigenous Program. The participants also gained meaningful opportunities to become IPED teachers, such as understanding the Subanen culture and receiving awards and recognition as IPED teachers. To cope with the mentioned challenges, IPED teachers had to seek assistance from I.P. leaders in the community, attend IPEd seminars and workshops, and observe flexibility and open-mindedness. These suggest that addressing the workload, cascading intensive Subanen Orthography workshop, supplying adequate IPED instructional materials and teaching resources, boosting IPED learners' interests, and increasing I.P. community involvement are essential steps toward improving the educational experience for both teachers and students.

Writing retreats as spaces to create Indigenous postgraduate research communities of practice

ABSTRACT Publish or perish is the cautionary aphorism reminding academics to produce academic work for career longevity. For communities historically excluded from tertiary institutions, this aphorism can also signify a responsibility to ensure their voices are heard. Tertiary institutions recognise the importance of fostering productive writing opportunities; and writing retreats are a valuable approach. This article demonstrates the importance of writing retreats from the perspective of Indigenous postgraduate scholars in Australia. Two writing retreats were held off-campus in 2018–2019. To identify the impact of the writing retreats, we (the participants in the retreat) used an active participatory approach to explore our experiences using data collected from Yarning circles and written critical self-reflections. We identified three key themes: (1) writing retreats as supportive spaces for academic writing, (2) the development of an ongoing community of practice and (3) the importance of managing cultural risk in Indigenous programs. The findings demonstrate the importance of providing culturally grounded opportunities that support Indigenous scholarship.

Student Transfer Mobility within Indigenous Programs: Pathways of Access or Appropriation?

Mobility pathways to and from Indigenous programs is one strategy post-secondary education (PSE) institutions employ to support reconciliation, yet data is limited on the status or impact of these pathways. The current study examined program pathways of Indigenous and non-Indigenous learners within Indigenous programming. Fifty-three students were recruited from across PSE institutions in Ontario. Chi squared tests indicated that the majority of students transferring to an Indigenous program were Indigenous, however the study also found that non-Indigenous learners were frequent users of pathways. Results of this study provide cause for consideration about how settler normativity may permeate in pathway development and delivery and recommendations are provided on how PSE can centre Indigenous students in mobility program development.

Factors that sustain indigenous youth mentoring programs: a qualitative systematic review

BackgroundIndigenous youth worldwide continue to experience disproportional rates of poorer mental health and well-being compared to non-Indigenous youth. Mentoring has been known to establish favorable outcomes in many areas of health but is still in its early phases of research within Indigenous contexts. This paper explores the barriers and facilitators of Indigenous youth mentoring programs to improve mental health outcomes and provides evidence for governments’ response to the United Nations Declaration on the Rights of Indigenous Peoples.MethodsA systematic search for published studies was conducted on PubMed, Embase, Scopus, CINAHL, and grey literature through Trove, OpenGrey, Indigenous HealthInfoNet, and Informit Indigenous Collection. All papers included in the search were peer-reviewed and published from 2007 to 2021. The Joanna Briggs Institute approaches to critical appraisal, data extraction, data synthesis, and confidence of findings were used.ResultsA total of eight papers describing six mentoring programs were included in this review; six papers were from Canada, and two originated from Australia. Studies included mentor perspectives (n = 4) (incorporating views of parents, carers, Aboriginal assistant teachers, Indigenous program facilitators, young adult health leaders, and community Elders), mentee perspectives (n = 1), and both mentor and mentee perspectives (n = 3). Programs were conducted nationally (n = 3) or within specific local Indigenous communities (n = 3) with varying mentor styles and program focus. Five synthesized findings were identified from the data extraction process, each consisting of four categories. These synthesized findings were: establishing cultural relevancy, facilitating environments, building relationships, facilitating community engagement, and leadership responsibilities, which were discussed in the context of extant mentoring theoretical frameworks.ConclusionMentoring is an appropriate strategy for improving general well-being. However, more research is needed to explore program sustainability and maintaining outcomes in the long term.

A realist review of residential treatment for adults with substance use disorder.

Completion of residential treatment for substance use disorder (SUD) relates to improvements in substance use and mental health. Findings from systematic reviews have been equivocal about which interventions work best for clients. There has been limited attention to the theories that explain the effectiveness of residential treatment. We conducted a realist review of the literature to identify program theories that would explain successful and unsuccessful outcomes from residential treatment for SUD. The unit of analysis was context-mechanism-outcome (CMO). Inclusion criteria were studies of residential treatment of more than 30 days for adults with SUD. Pharmacological studies were excluded. We identified 24 studies from 5748 screened. The studies were from settings comprising Indigenous programs, faith-based programs, psycho-social interventions and therapeutic communities and were conducted in North America, Scandinavia, Continental Europe and Australasia. We chose six CMO configurations as the best explanations for outcomes from residential treatment. Theories that best explained the mechanisms of change were the need to belong, meaning in life, and self-determination theory. Previous research has noted similar outcomes from different residential treatment interventions, but has not been able to explain these similarities. In contrast, our findings suggest that the outcomes can be explained by causal mechanisms that apply across all programs, regardless of the philosophy of treatment. We identified six CMO configurations whose mechanisms of change could be explained by three overarching theories-the need to belong, meaning in life and self-determination theory. The findings apply across ethnicities and genders.

Does Akan Literacy Influence Households’ Income?

ABSTRACT The empirical work in this article addresses the hypothesis that Akan literacy influences household income. The study utilizes data from the 2016/2017 Ghana Living Standards Survey and employs both ordinary least squares (OLS) and quantile regression model techniques. This study finds that literacy in Akan is associated with higher household income. Also, after accounting for ethnicity, returns to biliteracy in Akan and English are higher than returns to monoliteracy in English or Akan. The authors compared their main result and the results of the interaction of ethnicity and biliteracy. Findings showed higher returns to Akan households compared to non-Akan households. Akan literacy created a larger income differential within Akan households. The income gap was about 133% for the 10th quantile. Findings also indicated an income gap of about 35% for the same quantile between Akan and non-Akan households. These findings provide promising and encouraging evidence that comprehensive implementation of Akan and other indigenous Ghanaian language programs in Ghana can eliminate household income gaps and help individuals to fully utilize their human capital.

Decolonizing Sustainability through Indigenization in Canadian Post-Secondary Institutions

Sustainability discourse indicates a need to reconsider our approaches to social, economic, and environmental issues because, without deep transformation, global human survival is in jeopardy. At the same time, post-secondary education institutions in Canada are Indigenizing their settings but have rarely taken up sustainability and Indigenization as related concepts. In this research, participants delivering Indigenous programming in ten colleges and universities across Canada contributed their insights on the relationships between Indigenous worldviews and sustainability in their territories and institutions. The five key findings that emerged from the study are: (1) Indigenous worldviews are based on a belief in the sacred, which orients Indigenous knowledges and responsibilities for sustaining life on Earth; (2) sustainability is expressed as a function of tradition linking Indigenous identity with culture, language, and environmental health; (3) entrenching Indigenous knowledges throughout institutions is to sustain cultural identity; (4) national and international standards supporting Indigenous self-determination are primary drivers for the inclusion of Indigenous knowledges and advance the underlying principle of sustainability; and (5) Indigenous holistic learning includes social, economic, and environmental aspects of sustainability.

Indigenous Strength: Braiding Culture, Ceremony and Community as a response to the COVID-19 Pandemic

Purpose: The COVID-19 pandemic has impacted the physical, mental, emotional and spiritual health of urban Indigenous Peoples. We sought to examine innovations and changes in service delivery by Indigenous service providers in the community who are addressing community needs based on an Indigenous worldview.
 Basic Procedures: The research was a collaboration between an academic team, an Indigenous research associate, and an Indigenous oversight committee. Fifteen in-depth interviews were conducted with Indigenous service organizations, non-Indigenous organizations with Indigenous programming, Indigenous volunteer-based organizations and Indigenous volunteers. Participants were recruited based on having mandates that focussed on mental and emotional wellbeing, education, chronic health conditions, women and children and Indigenous cultural needs.
 Major Findings: Health inequities for urban Indigenous Peoples were compounded during the pandemic. The lack of local infrastructure contributed to increased volunteerism to deliver and improve access to services. Service interruptions and access barriers triggered innovative programming and a strengths-based response with activities embedded on the land, braided with language, ceremony and culture. Unmet community service needs and capacity development priorities were identified.
 Conclusions: Access to land, infrastructure and cultural programming is key to wholistic health for the urban Indigenous community. Despite continued inequities, the urban-based Indigenous response exemplifies the strengths-based approaches that helped to address pandemic impacts and demonstrated how Indigenous ways of knowing build strength and foster innovative program adaptations based on culture, ceremony and creating space for community.

Optimization of response to selection using genomic selection in indigenous chicken breeding programmes

This study tested the hypothesis that the use of pooled genetic and phenotypic parameters and genomic selection would optimize selection response in indigenous chicken breeding programmes. This premise was tested with deterministic simulation in three breeding schemes based on the sources of information used to estimate breeding values. These schemes used a conventional breeding scheme with non-pooled parameters (CSN), pooled parameters (CSP), and genomic information in a genomic selection scheme (GSS). A one-tier closed nucleus breeding programme was considered with a mating ratio of 1 to 5 for males to females, Four traits were used in the breeding goal, namely live weight at twelve weeks (LW), egg number for twelve weeks (EN), age at first egg (AFE), and antibody response (Ab). The genetic gain for CSN was 1.5 times higher than that of CSP. The rate of inbreeding for CSN was 19% lower than in CSP. The accuracy of selection followed the same trend with CSN producing 9% higher accuracy of selection than CSP. The GSS scheme resulted in an additional 59.3% genetic gain and 30% accuracy compared with CSP. The GSS scheme also had a reduced rate of inbreeding by 46% compared with CSP. When compared with CSN, GSS produced 38.7% greater genetic gain, a 27% lower rate of inbreeding and 21.0% higher accuracy of selection. Use of pooled parameter estimates and genomic information optimized response to selection, whereas non-pooled inputs overestimated and underestimated rates of genetic gain and inbreeding.

Community-Anchored Assessment of Indigenous Second Language Learning in K-12 Schools

Indigenous second language programs in K-12 schools contribute to culturally nourishing education and to the revitalization of Indigenous languages. Assessing Indigenous second language learning presents particular opportunities and challenges based on the linguistic, historical, political, cultural, and social contexts in and for which the Indigenous language is being taught and learned. The self-governing Inuit region of Nunatsiavut is concerned with developing effective and appropriate tools for assessing students’ Inuttitut in order to evaluate how well K-12 programs are working so far, identify the basis on which future K-12 Inuttitut curriculum may be developed, and support ongoing assessment of learning and for learning in Inuttitut classrooms. This article discusses ways in which Inuit teachers in Nunatsiavut and a curriculum evaluation team have developed and implemented assessment tools and practices to evaluate Inuttitut learning in Nunatsiavut area K-12 schools. We discuss how Indigenous language learning and assessment, even when it occurs as part of an official school program, can be anchored in families and community. Families and communities need to be part of establishing language learning goals. Inuit teachers are drawing in full community resources and building a community of practice including Elders, other language speakers, leaders, principals, and teachers, to support and create contexts for community-anchored Inuttitut learning and assessment.

Unsettling the urban–rural dichotomy for Indigenous education and education for reconciliation

ABSTRACT The urban/rural dichotomy used in framing Indigenous educational issues is becoming increasingly untenable and deserving of scrutiny. Indigenous urban education follows initiatives derived from rural areas with the assumption that rural Indigenous education programs are pure or authentic. Without a critical examination of power relations, the flow of people and knowledge in the Indigenous curriculum development process may lead to continued disrespect, appropriation, and tokenization of Indigenous knowledges. This article challenges the conventional conceptualizations surrounding the rural/urban Indigenous educational divide. In so doing, the authors explore two cases: The Saskatchewan (Canada) Ministry of Education’s official K-12 science curriculum attempts to integrate Indigenous perspectives, as do Taiwan’s Indigenous experimental schools. The finding suggests moving beyond pan-urban/rural paradigms that are stemming from settler colonialism. Acknowledging the important role partnerships play for Indigenous education policy and program development, the authors put forth Crit-Trans Partnership Framework to analyze these two cases.

A Digital Chairside Technique for an Accurate Evaluation of the Taper of the Prepared Teeth for the Restoration of Crowns and Fixed Partial Dentures

The aim of the article was to provide a digital chairside method for the objective evaluation of the taper of prepared abutment teeth retaining a fixed partial denture (FPD). According to research, the taper of the abutment teeth supporting an FPD has a direct effect on both retention and stress transmission to the abutment teeth. However, no approaches have been documented in the literature that objectively quantify the taper of the prepared teeth chairside, in a simple and cost-effective manner. The proposed technique utilized an intraoral camera with an on-the-go (OTG) connection, and a silicone dental bite block. The images of the prepared teeth were captured using this camera from the facial aspect. An indigenous program was developed using the MATLAB (Matrix Laboratory 2013) software for the analysis of the images and the taper of each abutment tooth was calculated in degrees using the software. The novel, chairside, digital technique utilizes an intraoral camera and a computer-generated software package to quantify and evaluate the taper of abutment teeth efficiently. This, in turn, can help minimize the errors in the treatment of FPD and improve the retention of the prosthesis. The current technique enables the clinician to avoid over-preparation of the abutment teeth by assessing its taper chairside. This digital technique can be a beneficial alternative to the existing procedures for an accurate assessment of taper, especially for the inexperienced operator. Hence, the quality of retention, and thereby the long-term success of the crowns and FPDs, can be enhanced. This article was presented as a postgraduate paper titled "Scan and Plan" on March 6, 2020, at 22nd IPS (Indian Prosthodontic Society) PG Convention, Kochi, India.

Kawiyahîtamik kesi wîcehtâsôk: (To Examine in Order to Support/Redirect)

Abstract: Recently, human-service providers across Canada have made conscious efforts toward reconciliation through Indigenizing programming. However, while the delivery of programs has shifted, how they are evaluated remains rooted in Western ideologies and methodologies. In response to the tension created by using Western evaluation methods for assessing Indigenous-designed programs, we have developed an Indigenous program evaluation framework based in nêhiyaw (Cree) teachings and co-created by Elders and Knowledge Keepers. We use an illustrative example to demonstrate how an appropriately developed Indigenous program evaluation framework leads to more comprehensive, accurate, and meaningful data collection, evaluation, and recommendations.

Tribal Nation Building and the Role of Faculty: Paying the Debt on Indigenous Well-Being in Higher Education

This article situates the experiences of faculty members, as tribal nation builders, within the academy of higher education. As creators of a 2020 convening on nation building in higher education, we ascertain the logic for interdisciplinary faculty collaboration as essential for performing and centering tribal nation-building efforts in higher education. We argue that the academy cannot honor its relationship with Indigenous lands and peoples without equitable investment in Indigenous faculty and curricular programs that engage deeply with Indigenous lifeways and lead restorative relationships with Indigenous communities and their citizens. As junior scholars using personal narrative to illuminate the complexities of advancing Indigenous programming, we propose investment in interdisciplinary work as a reflection of Indigenous knowledge. We conclude by highlighting ways for institutions to invest in Indigenous faculty and the co-conceptualization of nation building as a vital cornerstone of public education.

The Visibility of an Indigenized Curriculum during Covid 19 New Zealand. An Exploration of the Experience from Indigenous Academics

The 2020 Covid19 global pandemic disrupted teaching practices of 8 universities and 16 Institutes of Technology and Polytechnics (ITPs) in New Zealand. This disruption led to the curriculum being transferred from internal classes to online delivery. It unleashed a surge of research activity and publications in the education sector. However, little research was conducted to investigate the effect to the academic experience and even less research explored the impact to Indigenized curriculums. This paper explored websites for the visibility of Indigenous programmes and Indigenous academic experiences. It does this by: 1) describing the 8 universities and 16 Polytechnics for context; 2) identifying the type of Indigenous Schools/Faculties in universities and ITPs and whether Indigenous programmes of study were visible; 3) two authors providing personal accounts as Indigenous academics moving from internal teaching to online delivery. Specific mention is made of an Indigenous avatar named “Digi Hami from NZ.” The exploration utilized a M?ori-Centered and social research approach. The analysis drew main themes and suggested that some universities and ITPs were better prepared in the transition and the virtual mode of teaching was unable to retain the same quality and depth of learning required for an Indigenized curriculum.

Moving Your Body, Soul, and Heart to Share and Harvest Food

Colonialism, and its partner, racism, greatly impact Indigenous food systems across Canada elevating the rates of diet-related diseases and food insecurity. Many Indigenous communities have responded to these challenges with their own community-based, culturally appropriate food solutions, including local food production. This participatory research explores the question of traditional food education for First Nations youth through photo elicitation with five young adults employed on a community farm and interviews with twelve Elders, community food educators and Knowledge Keepers. This research provides the building blocks for food education to support a community-based, Indigenous food system and sovereignty, informed by Garden Hill First Nation Elders and youth. Interviews and participatory research established that food education should be rooted in traditional and spiritual beliefs, land-based learning and self-determination, and food policies and programs need to assess the use of technology, financial sustainability, and promote gender balance. Community desires for food education closely match the tenets of Indigenous food sovereignty. This research shows the importance of developing Indigenous food education programs that are community-based and applied.

“A Stepping Stone That Just Pushed Me Further Into Wanting to Go to University”: Student Perspectives on ‘What Works’ for Effective Outreach Strategies for Indigenous Students

In Australia, there are numerous outreach initiatives run by universities for Indigenous high school students that attempt to elevate aspirations of Indigenous students to go to university. The theoretical case for these initiatives is strong as much data exists surrounding the barriers Indigenous students face in entering university. However, the research and evidence base for these equity programs remains largely underdeveloped and limited (Bennett et al., 2015). Drawing on findings from interviews with Indigenous university students as part of a National Centre for Student Equity in Higher Education (NCSEHE) Equity Fellowship, this paper identifies what works and what areas to strengthen in Indigenous specific outreach programs. The paper concludes by discussing the development of strategies and resources to build the evidence base of effective outreach activities for Indigenous students.

Efficiency of Indigenous and Intercultural Higher Education and Research Programs

A study was carried out using data envelopment analysis, in which variables (inputs and outputs) of a group of 13 public HEIs from the northwest of the country were compared with data from the 2018-2019 cycle to characterize the UAIM. It was found that 1) when considering government financing and generated own resources, UAIM has an efficiency of 39%; 2) when considering ordinary financing and tuition, the institution is 100% efficient; 3) in relation to the total number of teachers and enrollment has an efficiency of 39%, it has the capacity to serve up to 14,325 students; 4) it has an efficiency of 26% in relation to the total and accredited educational programs; and 5) the total efficiency is 51% and represents an intermediate level with respect to the other HEIs, which on average is 56%.

Beyond the “Indigenizing the Academy” Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Decolonial Education.

Given the UNDRIP’s assertion of Indigenous Peoples’ rights to their education and knowledge systems, and in the wake of the Truth and Reconciliation Commission of Canada’s calls to action, many Canadian Universities are considering “Indigenizing the Academy.” Yet, the meaning of such undertaking remains to be clarified. This article explores trans-systemic approaches as a possible avenue for “Indigenizing the Academy,” and, more specifically, what Indigenous higher education programs and institutions can contribute to a trans-systemic approach to education. Considering two existing models I encountered in my doctoral research, namely the Intercultural approach as developed in the Andes (García et al., 2004; Mato, 2009; Sarango, 2009; Walsh, 2012), and land-based pedagogy as developed in North America (Coulthard, 2017; Coulthard & Simpson, 2016; Tuck et al., 2014; Wildcat et al., 2014), I argue they present trans-systemic elements that would allow us to re-think the frameworks in which to engage with Indigenous Peoples’ rights and knowledge systems in the mainstream academy. What could be learned from the principles and practices of these two Indigenous higher education philosophies to articulate Indigenous knowledge into trans-systemic education in the mainstream academy in ways that foster solidarity and mutual understanding between Indigenous and non-Indigenous people?

Adapting Summer Education Programs for Navajo Students: Resilient Teamwork.

In May 2020, the Navajo Native American Research Center for Health Partnership (Navajo NARCH) was scheduled to launch two summer programs: a 10 weeks-long Summer Research Enhancement Program (SREP) for undergraduate students to learn and practice health research methods and participate in a practicum experience, and a week-long Indigenous Summer Enhancement Program (ISEP) for high school students that introduces a range of health professions and develops leadership qualities. Students accepted into the programs are predominantly Navajo and live within Navajo Nation (NN) during the summer. Due to NN restrictions and CDC guidelines for physically distancing in response to the coronavirus (COVID-19) pandemic, the Navajo NARCH team organized to offer both programs entirely online via Zoom™. This paper explores the instructional teams’ adaptation process to maintain a commitment to preserve the programs’ supportive environment for exploring and developing strong multicultural approaches in public health and health research. In preparation for online instruction, the team developed and offered workshops for staff and instructors to address anticipated challenges. The team identified the following challenges: technological difficulties, social disconnectedness, consistent student engagement, and facilitation of a practicum research experience. Results showed that program adaptations were successful as the team applied collaborative and holistic approaches, and established social connections remotely with students to offer meaningful research and practicum experiences.