New book: Colonized Classrooms: Racism, Trauma and Resistance in Post-Secondary Education by Dr. Sheila Cote-Meek

Aanii, Kwekwe, Greetings

Hot off the press, Dr. Cote-Meek's new book: Colonized Classrooms: Racism, Trauma and Resistance in Post-Secondary Education is particularly relevant to Indigenous social work.

In Colonized Classrooms, Sheila Cote-Meek discusses how Aboriginal students confront narratives of colonial violence in the postsecondary classroom, while they are, at the same time, living and experiencing colonial violence on a daily basis. Basing her analysis on interviews with Aboriginal students, teachers and Elders, Cote-Meek deftly illustrates how colonization and its violence are not a distant experience, but one that is being negotiated every day in universities and colleges across Canada.

Contents

Setting the Context . Conceptualizing the Impact of the Colonial Encounter . Negotiating the Culture/Colonial Divide in the Postsecondary Classroom . Negotiating Race in the Postsecondary Classroom . Trauma in the Classroom . Resisting Ongoing Racism and Colonialism in the Postsecondary Classroom . Closing the Circle: The Possibilities for Transformational Pedagogy . References

About the Author

Sheila Cote-Meek is an Anishnaabe-Kwe from the Teme-Augama Anishnabai. She is Associate Vice President of Academic and Indigenous Programs as well as a professor in the School of Indigenous Relations at Laurentian University.

You can purchase this book online via Amazon or Indigo or Fernwood Publishing for $24.95 CDN.

 

Masters of Indigenous Relations MIR

School of Indigenous Relations, has extended the deadline for Master of Indigenous Relations applications to April 15, 2014

Master of Indigenous Relations Sept 2014

Taking Admissions for September 2013!!! Contact Freda at 705-675-1151 extension 5082!!!

kia ora, greetings, Aanii Native Social Work Journal Volume 8 Indigenous Social Work Practices and Theories has been completed and is available online at LUL Zone https://zone.biblio.laurentian.ca/dspace/handle/10219/1978 Abstract of Journal: There are an increasing number of articles written by Indigenous and First Nations authors about their worldviews, cultures, research and ways of being and knowing in relation to Indigenous theories and pedagogies. As a result, their experiences, philosophies and approaches emphasize the increasing borders for understanding the importance, value and rightful place of Indigenous theories and pedagogies in research, teaching and practice. Additionally, non-Indigenous authors are also writing messages of encouragement and support for Indigenous theories and pedagogies and highlight ways for non-Indigenous practitioners/teachers to reframe a worldview that incorporates Indigenous worldviews in a “good and respectful way”.

Welcome-Partnership Cooridinator Appointment

greetings Lissa Lavallee has been appointed to the new Partnership Coordinator for the School of Native Human Services as of Monday July 16th. This is a new full-time grant funded position. Her main tasks will be coordinating with the Aboriginal Educational Institute Partners, brokering articulation agreements for the School and supporting the early developments of the proposed new Masters of Indigenous Relations program as well as other tasks. Lissa (who successfully completed her MSW from Wilfrid Laurier in 2011 and is a graduate of the HBSW Native Human Services program) has been working on part-time projects with the School since 2007. During her time here, she has maintained partnerships with SGEI and KTEI (supporting students through enrolment to graduation, coordination of hiring of sessionals), assisted with coordination of articulations, assisted with coordination of MOAs and has assisted the School with events and other developments necessary for the Schools functionalities. She is a conscientious and reliable worker as well as brings humour to all who work with her. Well done Lissa.... Taima Dr Taima Moeke-Pickering Director, School of Native Human Services, Laurentian University. Phone 705-675-1151 Ext 5083

Article in MAI Journal

Kia ora all please find attached a link to a journal article posted in the MAI journal entitled "TAKITORU: FROM PARALLEL TO PARTNERSHIP: A ritual of engagement based on Te Tiriti o Waitangi for implementing safe cultural practice in Māori counselling and social science" by Rawiri (David) Waretini Karena, who is a tutor (faculty) teaching on the Te Whiuwhiu o te Hau Maori Counselling Degree program at Wintec (Waikato Institute of Technology), Hamilton, Aotearoa New Zealand. This article provides insight into practices and approaches of cultural safety practices in Maori counselling as well as highlights the creativity of faculty professors who are endeavouring to create models for best practice with Indigenous peoples. A good read, Taima It can be found under Mai Journal: 2012, Volume 1, Issue 1 at: http://www.journal.mai.ac.nz/content/takitoru-parallel-partnership

Congratulations

CONGRATULATIONS,to all the On Campus, Distance Education and Seven Generations Educational Institute Graduates!!! Receiving their degree in Native Human Services - Honours Bachelor of Social Work Class of 2011/2012!!!! From The School of Native Human Services Faculty and Staff

Call for Papers: The Undergraduate Journal of Native Studies Volume 2

Indigenous Issues in Social Work

Kia ora,
the following is a link to the Critical Social Work journal which is dedicated to Indigenous Issues.  Taima

http://www.uwindsor.ca/criticalsocialwork/2010-volume-11-no-1-0

United Nations Report

United Nations Report

Child Welfare

Child Welfare En

Volume 7, Native Social Work Journal SNHS

Journal 7 Promising Practices in Mental Health: Emerging paradigms for Aboriginal social work practices has now been printed. Thank you to all who have been involved to help complete this important accomplishment.

Our Library at Laurentian has put this Volume online at the following site:

https://zone.biblio.laurentian.ca/dspace/handle/10219/378

SNHS Greeting

CALL FOR PAPERS

“INDIGENOUS SOCIAL WORK PRACTICES AND THEORIES”
NATIVE SOCIAL WORK JOURNAL
NISHNAABE KINOMAADWIN NAADMAADWIN
(Native Teaching & Helping)

The Board of the Native Social Work Journal, a scholarly and community based publication, is pleased to announce a Call for Papers for Volume 8 of the Native Social Work Journal. The focus for this issue is “Indigenous Social Work Practices and Theories”.

This edition of the journal recognizes that many Aboriginal and Indigenous practitioners, teachers and researchers are engaging in Indigenous practices that draw from Indigenous worldviews and which have been incorporated as best practice models in their various fields. Likewise, there is a revitalization of Indigenous theories that reflect Indigenous worldviews and contemporary contexts. It is therefore timely to invite writers to share their experiences, research and expertise in the area of Indigenous practices and theories.

Authors must submit their articles under the A.P.A. (American Psychological Association) style format. Please follow manual guidelines. Articles should normally be no longer than 5000 words, 20 pages. Papers accepted for publication will have copyright assigned to the Native Social Work Journal; articles previously published or under current consideration for publication elsewhere shall not be considered for publication. Please provide an abstract, double space all material and submit four copies for consideration as well as a memory stick copy using MS Word. An email version may also be requested.

The Native Social Work Journal utilizes a peer reviewed process in the selection of articles and is a registered member of the Canadian Association of Learned Journals.

Deadline date for submission of articles is July 31st, 2011.

Please submit your article to:

Dr. Taima Moeke-Pickering, Co-Editor
Native Social Work Journal
Native Human Services Programme
Laurentian University
Sudbury, Ontario, P3E 2C6
(705) 675-1151 ext 5083 or 5082.

For further information or to receive copies of previous volumes, please contact our office at the phone number above.

~ Native Social Work Journal ~ Volume 7

COMING SOON....

Volume 7 "Promising Practices In Mental Health: Emerging Paradigms For Aboriginal Social Work Practices"

To: All NHS students/faculty and Staff

You are invited to a
Welcome Back Ceremony
on, Monday Sept. 27/2010

Pipe Ceremony
at the Tee Pee
from 11:00 am - 1:00 pm
( bring skirts )

Welcome Back Feast in
Room L-239
from 1:00 - 2:00 pm.

Taima's doctoral thesis

Aanii/Kia ora all, finally completed my doctorate in early July 2010. After much hard work and deciding that the scenic route was distracting, I finally arrived at completing my thesis. If you are interested in reading it, you can find it below: Taima

Your submission has been accepted and archived in Research Commons,
and it has been assigned the following identifier:

http://hdl.handle.net/10289/4148

Collection	Higher Degree Theses
Family Name	Moeke-Pickering
First Name	Taima Materangatira
Email Address	tmoekepickering@laurentian.ca
Thesis Title	Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations
Year of Submission	2010
Degree	Doctor of Philosophy
Thesis Language	English
Thesis Abstract	This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that f aculty/tutors promote an inclusive Indigenous pedagogy in th! e classr oom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.
Supervisor	Robertson, Neville
Supervisor	Dunlop, Edward
Main Thesis File 1	thesis.pdf
List of Keywords	Indigenous Education;Indigenous Research;Indigenous-based Educational programmes;Native Social Work;Maori Counselling;Indigenous pedagogies;

Posted by Taima at 11:42 AM

Indigenous Social Work Conference, Aotearoa, NZ, 2011

International Indigenous Social Workers Wananga 2011

Wananga Title: Indigenous Voices in Social Work: Mana Motuhake - Unique Identities
Date: 1st - 4th February, 2011
Venue: Copthorne Hotel & Resort, Waitangi, Bay of Islands, New Zealand

Nau mai, haere mai ki Aotearoa. Welcome. We invite Indigenous helping professionals from around the world who work with indigenous peoples and communities to join us at Waitangi, Bay of Islands, Aotearoa/New Zealand. This Wananga will be an opportunity to share new knowledge and skills and to consider the clear messages that we have about our unique ways of looking at the wellbeing of our indigenous peoples.

Visit site at: http://www.ivsw.co.nz/

Wananga - A Maori (indigenous people of Aotearoa) world view would not use the word conference, but rather the word Wananga. Wananga is a time or a place when people come together to talk and to debate about the important issues of the day or of a group of people. Wananga provides an opportunity to use an indigenous framework in which to learn to teach and to research; to absorb knowledge, and to experience different ways of learning. Therefore we invite you to Wananga with us.