Teaching the History of Colonization in the Postsecondary Classroom

References

• Baikie, G. (2009). Indigenous-centered social work: Theorizing a social work way-of-being. In R. Sinclair, M. Hart, & G. Bruyere (Eds.), Wicihitowin: Aboriginal social work in Canada (pp. 42–61). Halifax, Nova Scotia, Canada: Fernwood.
   Google Scholar
• Baskin, C. (2006). Indigenous world views as challenges and possibilities in social work education. Critical Social Work, 7(2). Retrieved from http://www1.uwindsor.ca/criticalsocialwork/Indigenous-world-views-as-challenges-and-possibilities-in-social-work-education
   Google Scholar
• Baskin, C. (2016). Strong helpers’ teachings: The value of indigenous knowledges in the helping professions (3rd ed.). Toronto, Ontario, Canada: Canadian Scholars Press.
   Google Scholar
• Blackstock, C. (2009). The occasional evil of angels: Learning from the experiences of aboriginal peoples and social work. First Peoples Child and Family Review, 4(1), 28–37.
   Google Scholar
• Blackstock, C., & Trocme, N. (2005). Community-based child welfare for aboriginal children: Supporting resilience through structural change. Social Policy Journal of New Zealand, 24, 12–34.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa
   Google Scholar
• Burke, S. (2016). Cognitive dissonance in social work: The experiences of social workers who facilitate transracial adoptions for indigenous children (Unpublished doctoral dissertation). University of Northern British Columbia, Prince George.
   Google Scholar
• Chambers, C., Hasebe-Ludt, E., Donald, D., Hurren, W., Leggo, C., & Oberg, A. (2008). Métissage: A research praxis. In J. G. Knowles & A. Cole (Eds.), Handbook of the arts in qualitative research (pp. 141–153). Thousand Oaks, CA: Sage.
   Google Scholar
• Cote-Meek, S. (2014). Colonized classrooms: Racism, trauma and resistance in the post-secondary classroom. Halifax, Nova Scotia, Canada: Fernwood.
   Google Scholar
• Cross, S. L., Day, A., Gogliotti, L. J., & Pung, J. J. (2013). Challenges to recruit and retain American Indian and Alaskan Natives into social work programs: The impact on the child welfare workforce. Child Welfare, 92(4), 31–53.
   PubMed Web of Science ®Google Scholar
• Donald, D. (2012). Indigenous métissage: A decolonizing research sensibility. International Journal of Qualitative Studies in Education, 25, 533–555. doi:10.1080/09518398.2011.554449
   Google Scholar
• Dumbrill, G. C., & Green, J. (2008). Indigenous knowledge in the social work academy. Social Work Education, 27, 489–503. doi:10.1080/02615470701379891
   Google Scholar
• Fallon, B., MacLaurin, B., Trocme, N., & Felstiner, C. (2003). A national profile of child protection social workers. In K. Kufeldt & B. MacKenzie (Eds.), Child welfare: Connecting research, policy, and practice (pp. 41–52). Waterloo, Canada: Wilfred Laurier University Press.
   Google Scholar
• Fournier, S., & Crey, E. (1997). Stolen from our embrace: The abduction of First Nations children and the restoration of aboriginal communities. Vancouver, British Columbia, Canada: Douglas & McIntryre.
   Google Scholar
• Frideres, J. (2011). First Nations in the twenty-first century. Don Mills, Canada: Oxford University Press.
   Google Scholar
• Green, S., Bennett, B., Collins, A., Gowans, B., Hennessey, K., & Smith, K. (2013). Walking the journey: The student experience. In B. Bennett, S. Green, S. Gilbert, & D. Bessarab (Eds.), Our voices: Indigenous and Torres Strait Islander social work (pp. 206–229). South Yarra, Australia: Palgrave.
   Google Scholar
• Hare, J. (2011). Learning from indigenous knowledge in education. In D. Long & O. Dickason (Eds.), Visions of the heart: Canadian aboriginal issues (3rd ed., pp. 90–112). Don Mills, Canada: Oxford University Press.
   Google Scholar
• Hart, M. (2009). Anti-colonial indigenous social work. In R. Sinclair, M. Hart, & G. Bruyere (Eds.), Wicihitowin: Aboriginal social work in Canada (pp. 25–41). Halifax, Nova Scotia, Canada: Fernwood.
   Google Scholar
• Hick, S., & Stokes, J. (2017). Social work in Canada: An introduction (5th ed.). Toronto, Ontario, Canada: Thompson Educational.
   Google Scholar
• Hughes, J., Chau, S., James, P., & Sherman, S. (2003). Controversies, tensions, and contradictions: Anti-oppression and social justice in the social work curriculum. In W. Shera (Ed.), Emerging perspectives on anti-oppressive practice (pp. 349–362). Toronto, Ontario, Canada: Canadian Scholars’ Press.
   Google Scholar
• Kirmayer, L., & Valaskakis, G. (Eds.). (2009). Healing traditions: The mental health of aboriginal peoples in Canada. Vancouver, British Columbia, Canada: UBC Press.
   Google Scholar
• Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations, and contexts. Toronto, Ontario, Canada: University of Toronto Press.
   Google Scholar
• Kwin, K., Lefebvre, R., Fallon, B., & Trocmé, N. (2015). A profile of child welfare workers in Canada in 2008. Toronto, Ontario, Canada: Canadian Child Welfare Research Portal.
   Google Scholar
• Lawrence, B. (2011). Rewriting histories of the land: Colonization and Indigenous resistance in eastern Canada. In M. Cannon & L. Sunseri (Eds.), Racism, colonialism, and indigeneity in Canada (pp. 68–80). Don Mills, Canada: Oxford University Press.
   Google Scholar
• Loppie, C., & Pauly, B. (2015). Indigenous families: Substance use and child welfare. In S. Strega & J. Carriere (Eds.), Walking this path together: Anti-racist and anti-oppressive child welfare practice (2nd ed., pp. 217–239). Halifax, Nova Scotia, Canada: Fernwood.
   Google Scholar
• Lowan-Trudeau, G. (2012). Methodological métissage: An interpretive indigenous approach to environmental education research. Canadian Journal of Environmental Education, 17, 113–130.
   Google Scholar
• McDonald, M. (2016, February 18). Unsafe space: The danger of mandatory indigenous studies courses. Northern Public Affairs. Retrieved from http://www.northernpublicaffairs.ca/index/unsafe-space-the-danger-of-mandatory-indigenous-studies-courses/
   Google Scholar
• Milne, E. (2017). Implementing indigenous education policy directives in Ontario public schools: Experiences, challenges and successful practices. International Indigenous Policy Journal, 8(3), 1–20. doi:10.18584/iipj.2017.8.3.2
   Web of Science ®Google Scholar
• Ministry of Children and Family Development. (2007). Indigenous social work project to benefit the North. Retrieved from http://www2.news.gov.bc.ca/news_releases_2005-2009/2007CFD0001-000065.htm#
   Google Scholar
• Monture, P. (2011). The need for radical change in the Canadian criminal justice system: Applying the human rights framework. In D. Long & O. Dickason (Eds.), Visions of the heart: Canadian aboriginal issues (3rd ed., pp. 238–257). Don Mills, Canada: Oxford University Press.
   Google Scholar
• Representative for Children and Youth. (2013). When talk trumped service: A decade of lost opportunity for indigenous children and youth in BC. Retrieved from http://www.rcybc.ca/Groups/Our%20Reports/RCY_IndigenousServices2013.pdf
   Google Scholar
• Representative for Children and Youth. (2017). Delegated indigenous agencies: How resourcing affects service delivery. Retrieved from https://www.rcybc.ca/sites/default/files/documents/pdf/reports_publications/rcy-daa-2017.pdf
   Google Scholar
• Sinclair, R. (2004). Indigenous social work education in Canada: Decolonizing pedagogy for the seventh generation. First Peoples Child & Family Review, 1(1), 49–61.
   Google Scholar
• Sinclair, R. (2009). Bridging the past and the future. In R. Sinclair, M. Hart, & G. Bruyere (Eds.), Wicihitowin: Aboriginal social work in Canada (pp. 19–24). Halifax, Nova Scotia, Canada: Fernwood.
   Google Scholar
• Statistics Canada. (2011). The educational attainment of aboriginal peoples in Canada. Retrieved from http://www12.statcan.gc.ca/nhs-enm/2011/as-sa/99-012-x/99-012-x2011003_3-eng.pdf
   Google Scholar
• Tremblay, G. (2003). Understanding multiple oppressions and how they impact the helping process for the person requesting assistance. In W. Shera (Ed.), Emerging perspectives on anti-oppressive practice (pp. 381–392). Toronto, Ontario, Canada: Canadian Scholars’ Press.
   Google Scholar
• Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation commission of Canada: Calls to action. Retrieved from http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf
   Google Scholar
• Vedan, R. (2009). Forward. In R. Sinclair, M. Hart, & G. Bruyere (Eds.), Wicihitowin: Aboriginal social work in Canada (pp. 15–16). Halifax, Nova Scotia, Canada: Fernwood.
   Google Scholar
• Walmsley, C. (2005). Protecting aboriginal children. Vancouver, British Columbia, Canada: UBC Press.
   Google Scholar
• Weaver, H. (2000). Culture and professional education: The experiences of Native American social workers. Journal of Social Work Education, 36, 415–428. doi:10.1080/10437797.2000.10779019
   Web of Science ®Google Scholar
• Wehbi, S. (2003). Beyond the role play: Alternative teaching methods in an anti-oppressive classroom. In W. Shera (Ed.), Emerging perspectives on anti-oppressive practice (pp. 363–380). Toronto, Ontario, Canada: Canadian Scholars’ Press.
   Google Scholar
• Zapf, M. (1999). Bicultural teaching of helping approaches: Integrating Native Indian and Western perspectives in a social work classroom. International Journal of Inclusive Education, 3, 327–337. doi:10.1080/136031199284968
   Google Scholar