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Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article focuses on the creation, implementation, experiences, and research surrounding the first online professional development course for principals of First Nations schools across Canada, named the First Nations Schools' Principals Course (FNSPC). First, we describe the contexts, goals, and designing of the FNSPC. Second, we outline the complexities of bringing Indigenous values into an online educatmial space. Lastly, we describe how using the Five R's (Kirkness & Earnhardt, 2001; Restoule, 2008) of respect, relevance, reciprocity, responsibility, and relationships recasts the challenges of Indigenizing online education into opportunities for spaces of traditional and non-traditional Indigenous learning through the FNSPC. [ABSTRACT FROM AUTHOR]

In this paper we propose that collaborative action research values, goals and practices have much in common with guiding principles for conducting research with educators and community members in First Nation, Inuit and Metis communities, as outlined in the Task Force on Aboriginal Languages and Cultures on Aboriginal Languages and Cultures' (2005) document. We draw on experiences in the Northern Oral Language and Writing through Play Partnership project to make our case, and conclude by identifying needed shifts in expectations and values within the broader academic community for conducting educational research in Indigenous communities. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Native Studies is the property of Brandon University, CJNS, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aspires to raise consciousness of the spiritual power of tobacco in a modern context and the responsibility of using tobacco ties as a research methodology. An ambitious project to outline traditional ways of doing research became a humbling teaching in the necessity of honouring tobacco and the spirit connections when tobacco is involved. We recount our journey in the project and what we learned about the meaning of tobacco to various First Nations (primarily those in northeastern Turtle Island), about doing research with Indigenous Elders, and about Indigenous research methodology. We reflect on the relationships activated when tobacco is part of a research methodology and share some of the teachings Elders shared with us about research, with a focus on their thoughts about tobacco offerings. It is not this work's intention to prescribe a proper set of steps or a how-to manual for using tobacco in social research. Rather, this article is an attempt to reflect on what it really means to honour the spirit in Aboriginal research, particularly as it is embodied in tobacco. [ABSTRACT FROM AUTHOR]

The authors reflect on connecting to the spirit in Indigenous research. They define spirit as a mysterious energy pervading the universe and giving life energy, note the importance of reclaiming and redefining research from the perspective of Indigenous people highlighted in various articles within the issue, such as how researchers connect to spirit in their research, and the ways that Indigenous research is distinct from other research approaches, such as through the location of self.

In research with urban Aboriginal men from the Toronto area, it was found that families inherently passed on Indigenous cultural values regardless of how explicitly the parents taught these values to their children. Aboriginal cultural values are ingrained in the families and are passed down such that they may be communicated and absorbed implicitly. The values of respect, love, autonomy, family, acceptance, ingenuity, and ability to adapt as they are uniquely interpreted in Indigenous cultures were mentioned by the participants as those cherished by their families. Employing a learning circle methodology revealed some of the historical or social influences that affected choices to identify openly as Aboriginal for members of diverse generations in the times and places where they lived. [ABSTRACT FROM AUTHOR]

Background: As a result of social and economic inequities, Indigenous youth globally are disproportionately vulnerable to HIV/AIDS. Canada's First Nations, Inuit, and Métis people are among them. In this paper, we discuss the collaborative community-based approach we adopted to uncover new possibilities for HIV prevention with Aboriginal youth that account for systemic inequities. This project is part of a larger Gendering Adolescent AIDS Prevention (GAAP) research agenda. Methods: We conducted 6 focus groups with 61 Aboriginal youth in Quebec and Ontario. An inductive approach guided analyses. Data were coded using Nud*ist qualitative data management software and collaboratively analyzed for main themes. Findings: Youth discussed their divergent understandings of the links between colonialism, traditional knowledge(s), and HIV risk in relation to gender inequities, stigma, and involving multiple stakeholders in the HIV response. Interpretation: New prevention approaches relating HIV risk to colonial legacies are necessary. Recommendations for future research and intervention development include: an analysis of systemic inequities in HIV prevention education, focusing on stigma reduction, building wide-spread community support, acknowledging diversity across Aboriginal peoples, and increasing active youth (peer) engagement. [ABSTRACT FROM AUTHOR]

The Akwesasne Science and Math Pilot Project, undertaken In Southeastern Ontario, is an attempt to increase the presence of Aboriginal students in these disciplines. The curriculum, which is described in this paper, emphasizes the cultural relevance that these subjects have in relation to the way of life of the Kanien'kehaka ('People of the Flint, also known In English as 'Mohawk'). By setting this innovative project and curriculum in its historical context, this paper illustrates how the project addresses inequities regarding Aboriginal controlof education. In addition, through a discussion of curriculum content and teaching methods, the potential for this project to contribute toward reducing social inequity and ecological unsustainability is indicated. By conjoining concerns of social equity and ecological sustainability this project expresses the important links we need to make between ecology and sociology, and also provides a vital response to some of the pressing problems facing contemporary Canathan society. [ABSTRACT FROM AUTHOR]