"Natoonikew Aansaamb": Searching Together for Learning and Resurgence

Autor/inn/en	Cortés, Valeria; Loffler, Kelly; Brigham, Tim
Titel	"Natoonikew Aansaamb": Searching Together for Learning and Resurgence
Quelle	In: Papers on Postsecondary Learning and Teaching, 6 (2023), S.17-27 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cortés, Valeria) ORCID (Loffler, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2560-6050
Schlagwörter	Program Administration; Program Descriptions; Partnerships in Education; Distance Education; American Indians; Learning Experience; Cultural Awareness; Art Education; American Indian Culture; Canada Natives; Indigenous Knowledge; Instructional Design; Foreign Countries; College Graduates; Job Search Methods; Learning Management Systems; Culturally Relevant Education; Teacher Student Relationship; Cultural Maintenance; Universities + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Distance study; Distance learning; Fernunterricht; American Indian; Indianer; Lernerfahrung; Cultural identity; Kulturelle Identität; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Hochschulabsolvent; Hochschulabsolventin; Arbeitsplatzsuchtheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; University; Universität
Abstract	The Professional Project Administrator Program (PPA) is an employment-focused online program offered in partnership with Indigenous communities in Western Canada. Based on the findings from the research conducted after the program completion, we discuss two key components that contributed to a meaningful learning experience and to the success of the program: wrap-around support and cultural learning. Through métissage, an arts-based approach to knowledge sharing, we present Natoonikew Aansaamb (searching together), where we have woven together different voices and stories that offer a glimpse of the learning experience. Greater inquiry and engagement with diverse Indigenous perspectives is the way for educators to design, implement, and assess learning for all students with intention and in a good way. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.] (As Provided).
Anmerkungen	Taylor Institute for Teaching and Learning. University of Calgary, 434 Collegiate Blvd NW, Calgary, AB, T2N 1N4, Canada. Tel: 403-220-3607; e-mail: taylorinstitute@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/pplt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01