{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/16404"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/16404","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"Rooted in place: The intersection of healing and learning within Indigenous mental health","abstract":"This dissertation offers a comparative exploration of the role of place in influencing healing and learning within Indigenous contexts, contributing to the expanding literature on place as a determinant of health. Through an in-depth examination of three distinct sites — Prairie Sky School, the nato' we ho win program, and Queen City Wellness Pharmacy — this research provides a unique lens through which to view the process of decolonization and highlights place as an active determinant of well-being. Viewed through the Decolonized Theory of Place, this research unveils the intricate interplay between place and well-being and provides a holistic framework for understanding the complex dynamics at play. The objectives of this study sought to uncover the multifaceted elements of "what heals you here," exploring how place contributes to healing, learning, and overall well-being. Additionally, the dissertation proposes a Caring for the Researcher model, acknowledging the reciprocity and mutual well-being necessary for authentic engagement with Indigenous communities. While this study acknowledges limitations stemming from geographic focus and its qualitative nature, its implications and recommendations offer valuable insights for practitioners, policymakers, and researchers committed to advancing Indigenous mental health practices. This research contributes to the broader discourse on Indigenous well-being and underscores the pivotal role of place in fostering healing, learning, and collective growth. Keywords: Indigenous health, healing, learning, place, Decolonized Theory of Place, determinants of health, decolonization.","abstract_html":"This dissertation offers a comparative exploration of the role of place in influencing healing and learning within Indigenous contexts, contributing to the expanding literature on place as a determinant of health. Through an in-depth examination of three distinct sites — Prairie Sky School, the nato' we ho win program, and Queen City Wellness Pharmacy — this research provides a unique lens through which to view the process of decolonization and highlights place as an active determinant of well-being. Viewed through the Decolonized Theory of Place, this research unveils the intricate interplay between place and well-being and provides a holistic framework for understanding the complex dynamics at play. The objectives of this study sought to uncover the multifaceted elements of "what heals you here," exploring how place contributes to healing, learning, and overall well-being. Additionally, the dissertation proposes a Caring for the Researcher model, acknowledging the reciprocity and mutual well-being necessary for authentic engagement with Indigenous communities. While this study acknowledges limitations stemming from geographic focus and its qualitative nature, its implications and recommendations offer valuable insights for practitioners, policymakers, and researchers committed to advancing Indigenous mental health practices. This research contributes to the broader discourse on Indigenous well-being and underscores the pivotal role of place in fostering healing, learning, and collective growth. Keywords: Indigenous health, healing, learning, place, Decolonized Theory of Place, determinants of health, decolonization.","abstract_has_math":false,"creators":["Field, Miranda Sarah"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Doctor of Philosophy (PhD)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Sasakamoose, JoLee"],"committee_chairs":[],"committee_members":["McGinnis, Angela","Spooner, Marc","Thompson, Scott","Beshai, Shadi"],"year":2024,"date_issued":"2024-01","date_published":"2024-01","updated_at":"2026-07-24T04:03:38Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4372"],"render_values":[{"text":"https://doi.org/10.82465/4372","href":"https://doi.org/10.82465/4372","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/16404","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Sasakamoose, JoLee"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["McGinnis, Angela","Spooner, Marc","Thompson, Scott","Beshai, Shadi"]},{"key":"dc:creator","label":"Author","values":["Field, Miranda Sarah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-10-11T16:53:47Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-10-11T16:53:47Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-01"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4372"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/16404"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education, University of Regina. xvi, 469 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation offers a comparative exploration of the role of place in influencing healing and learning within Indigenous contexts, contributing to the expanding literature on place as a determinant of health. Through an in-depth examination of three distinct sites — Prairie Sky School, the nato' we ho win program, and Queen City Wellness Pharmacy — this research provides a unique lens through which to view the process of decolonization and highlights place as an active determinant of well-being. Viewed through the Decolonized Theory of Place, this research unveils the intricate interplay between place and well-being and provides a holistic framework for understanding the complex dynamics at play. The objectives of this study sought to uncover the multifaceted elements of "what heals you here," exploring how place contributes to healing, learning, and overall well-being. Additionally, the dissertation proposes a Caring for the Researcher model, acknowledging the reciprocity and mutual well-being necessary for authentic engagement with Indigenous communities. While this study acknowledges limitations stemming from geographic focus and its qualitative nature, its implications and recommendations offer valuable insights for practitioners, policymakers, and researchers committed to advancing Indigenous mental health practices. This research contributes to the broader discourse on Indigenous well-being and underscores the pivotal role of place in fostering healing, learning, and collective growth. Keywords: Indigenous health, healing, learning, place, Decolonized Theory of Place, determinants of health, decolonization."]},{"key":"dc:title","label":"Title","values":["Rooted in place: The intersection of healing and learning within Indigenous mental health"]}]}],"canonical_facts":{"dc:contributor.advisor":["Sasakamoose, JoLee"],"dc:contributor.committeemember":["McGinnis, Angela","Spooner, Marc","Thompson, Scott","Beshai, Shadi"],"dc:creator":["Field, Miranda Sarah"],"dc:date.accessioned":["2024-10-11T16:53:47Z"],"dc:date.available":["2024-10-11T16:53:47Z"],"dc:date.issued":["2024-01"],"dc:description":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education, University of Regina. xvi, 469 p."],"dc:description.abstract":["This dissertation offers a comparative exploration of the role of place in influencing healing and learning within Indigenous contexts, contributing to the expanding literature on place as a determinant of health. 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While this study acknowledges limitations stemming from geographic focus and its qualitative nature, its implications and recommendations offer valuable insights for practitioners, policymakers, and researchers committed to advancing Indigenous mental health practices. This research contributes to the broader discourse on Indigenous well-being and underscores the pivotal role of place in fostering healing, learning, and collective growth. 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