Lethbridge, Alta. : University of Lethbridge, Faculty of Education
Students' experiences of Indigenous community-driven postsecondary wellness education as a means towards individual & collective wellness
Abstract
dc:description.abstractThis thesis used ᐃᓰᐦᒋᑫᐏᐣ/Isîhcikêwin, an Indigenist research paradigm, to explore students’ experiences of participating in the Poo'miikapii: Niitsitapii Approaches to Wellness and Niitsitapiisinni: Real People’s Way of Life programs, which took place in Niitsitapii (Blackfoot) territory in collaboration with Niitsitapii Elders and knowledge holders. Six conversations with Aawaystamattsa (Blackfoot for “learner”) were used for this research. The Aawaystamattsa were integral co-researchers throughout this process. Findings comprised eight teachings. The two foundational teachings that encompass all other teachings are (1) Indigenous Culture is Healing, and (2) Reconciling Relationships Through Education. The remaining teachings are Personal and Professional Benefits, Strengthening Allyship & Relationships, Intergenerational Wellness/Healing, Community/Collective Wellness, Nations Experiencing Wellness, and Cultural Identity. Included in this thesis is an ᒪᒐᐢᑌᐦᐊᒪᓇᑫᐃᐧᐣ/Macastēhamānakēwin (Cree for “offering”) to communities, institutions, organizations, and agencies who wish to implement programs to support community-based capacity to respond to community wellness needs in sustainable, culturally relevant ways.
Degree
thesis:*- Grantor dc:publisher
- Lethbridge, Alta. : University of Lethbridge, Faculty of Education
- Year dc:date.issued
- 2020
Author and committee
dc:creator, dc:contributor.*- Authors dc:creator
-
- Ouellette, Nevada
- University of Lethbridge. Faculty of Education
- Kihcihtwaw Asinew Iskwew
- Advisors dc:contributor.supervisor
-
- Hogue, Michelle M.
- Fellner, Karlee
Subjects
dc:subject × 7Rights
- Language dc:language.iso
- en_CA
Identifiers
dc:identifier.*- Identifier
- hdl:10133/5758