{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/8515"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/8515","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"Walking in a Good Way: A Self-Study of MÔNIYÂSKWÊW","abstract":"This is a contributing work to the self-study world for non-Indigenous educators navigating the pathways of Indigenous Education. The uniqueness of this work is embodied in focusing on Indigenous teachings as a framework. In seeking miskâsowin, I used self-study as a methodology to inquire into the moments of tension I experienced as a non-Indigenous educator teaching Indigenous Studies. Through the (re)telling of stories of tension, I have come to new understandings of what it means to be môniyâskwêw in these spaces. Indigenous knowledge empowered my miskâsowin framework of analysis as I explored nêhiyawêwin teachings as a way of inquiring into my experiences. Seeking miskâsowin became the foundation to my self-study. The research methods I employed took me on a holistic immersion of reflective prayer walks, journal collection, artwork and poetry. The intention of the self-study was for me to find meaning and understanding in the moments of tension I encountered as they guided me in finding my place as môniyâskwêw. Through my research I was able to develop an emerging model to guide me as I continue learning to walk in a good way. The model sihtoskâtowin illuminates insights I should be mindful of as I walk. I offer my stories, understandings, framework of analysis and model as a possible pathway for educators seeking understanding of these spaces. Although my stories are deeply personal, self-study opens up the pathway to share vulnerable stories as a way to contribute to the larger educational landscape. It is my hope that other educators will find understanding as they walk with me on this journey.","abstract_html":"This is a contributing work to the self-study world for non-Indigenous educators navigating the pathways of Indigenous Education. The uniqueness of this work is embodied in focusing on Indigenous teachings as a framework. In seeking miskâsowin, I used self-study as a methodology to inquire into the moments of tension I experienced as a non-Indigenous educator teaching Indigenous Studies. Through the (re)telling of stories of tension, I have come to new understandings of what it means to be môniyâskwêw in these spaces. Indigenous knowledge empowered my miskâsowin framework of analysis as I explored nêhiyawêwin teachings as a way of inquiring into my experiences. Seeking miskâsowin became the foundation to my self-study. The research methods I employed took me on a holistic immersion of reflective prayer walks, journal collection, artwork and poetry. The intention of the self-study was for me to find meaning and understanding in the moments of tension I encountered as they guided me in finding my place as môniyâskwêw. Through my research I was able to develop an emerging model to guide me as I continue learning to walk in a good way. The model sihtoskâtowin illuminates insights I should be mindful of as I walk. I offer my stories, understandings, framework of analysis and model as a possible pathway for educators seeking understanding of these spaces. Although my stories are deeply personal, self-study opens up the pathway to share vulnerable stories as a way to contribute to the larger educational landscape. It is my hope that other educators will find understanding as they walk with me on this journey.","abstract_has_math":false,"creators":["Sadowsky, Kim Roxanne"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Master of Education (MEd)","degree_level":"Master's","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["O'Reilly, Kathleen","Weenie, Angelina"],"committee_chairs":[],"committee_members":["Cappello, Michael","Daschuk, James","Montgomery, Kenneth"],"year":2018,"date_issued":"2018-06","date_published":"2018-06","updated_at":"2026-07-24T04:03:47Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4916"],"render_values":[{"text":"https://doi.org/10.82465/4916","href":"https://doi.org/10.82465/4916","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/8515","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["O'Reilly, Kathleen","Weenie, Angelina"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Cappello, Michael","Daschuk, James","Montgomery, Kenneth"]},{"key":"dc:creator","label":"Author","values":["Sadowsky, Kim Roxanne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-12-05T17:53:17Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-12-05T17:53:17Z"]},{"key":"dc:date.issued","label":"Date","values":["2018-06"]},{"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_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]},{"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/10.82465/4916"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/8515"]}]},{"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 Master of Indigenous Education in Indigenous Education, University of Regina. vi,145 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["This is a contributing work to the self-study world for non-Indigenous educators navigating the pathways of Indigenous Education. The uniqueness of this work is embodied in focusing on Indigenous teachings as a framework. In seeking miskâsowin, I used self-study as a methodology to inquire into the moments of tension I experienced as a non-Indigenous educator teaching Indigenous Studies. Through the (re)telling of stories of tension, I have come to new understandings of what it means to be môniyâskwêw in these spaces. Indigenous knowledge empowered my miskâsowin framework of analysis as I explored nêhiyawêwin teachings as a way of inquiring into my experiences. Seeking miskâsowin became the foundation to my self-study. The research methods I employed took me on a holistic immersion of reflective prayer walks, journal collection, artwork and poetry. The intention of the self-study was for me to find meaning and understanding in the moments of tension I encountered as they guided me in finding my place as môniyâskwêw. Through my research I was able to develop an emerging model to guide me as I continue learning to walk in a good way. The model sihtoskâtowin illuminates insights I should be mindful of as I walk. I offer my stories, understandings, framework of analysis and model as a possible pathway for educators seeking understanding of these spaces. Although my stories are deeply personal, self-study opens up the pathway to share vulnerable stories as a way to contribute to the larger educational landscape. It is my hope that other educators will find understanding as they walk with me on this journey."]},{"key":"dc:title","label":"Title","values":["Walking in a Good Way: A Self-Study of MÔNIYÂSKWÊW"]}]}],"canonical_facts":{"dc:contributor.advisor":["O'Reilly, Kathleen","Weenie, Angelina"],"dc:contributor.committeemember":["Cappello, Michael","Daschuk, James","Montgomery, Kenneth"],"dc:creator":["Sadowsky, Kim Roxanne"],"dc:date.accessioned":["2018-12-05T17:53:17Z"],"dc:date.available":["2018-12-05T17:53:17Z"],"dc:date.issued":["2018-06"],"dc:description":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Indigenous Education in Indigenous Education, University of Regina. vi,145 p."],"dc:description.abstract":["This is a contributing work to the self-study world for non-Indigenous educators navigating the pathways of Indigenous Education. The uniqueness of this work is embodied in focusing on Indigenous teachings as a framework. In seeking miskâsowin, I used self-study as a methodology to inquire into the moments of tension I experienced as a non-Indigenous educator teaching Indigenous Studies. Through the (re)telling of stories of tension, I have come to new understandings of what it means to be môniyâskwêw in these spaces. Indigenous knowledge empowered my miskâsowin framework of analysis as I explored nêhiyawêwin teachings as a way of inquiring into my experiences. Seeking miskâsowin became the foundation to my self-study. The research methods I employed took me on a holistic immersion of reflective prayer walks, journal collection, artwork and poetry. The intention of the self-study was for me to find meaning and understanding in the moments of tension I encountered as they guided me in finding my place as môniyâskwêw. Through my research I was able to develop an emerging model to guide me as I continue learning to walk in a good way. The model sihtoskâtowin illuminates insights I should be mindful of as I walk. I offer my stories, understandings, framework of analysis and model as a possible pathway for educators seeking understanding of these spaces. Although my stories are deeply personal, self-study opens up the pathway to share vulnerable stories as a way to contribute to the larger educational landscape. It is my hope that other educators will find understanding as they walk with me on this journey."],"dc:identifier.doi":["https://doi.org/10.82465/4916"],"dc:identifier.uri":["https://hdl.handle.net/10294/8515"],"dc:language.iso":["en"],"dc:publisher":["Faculty of Graduate Studies and Research, University of Regina"],"dc:title":["Walking in a Good Way: A Self-Study of MÔNIYÂSKWÊW"],"dc:type":["master thesis"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Education (MEd)"],"thesis:institution_name":["Faculty of Graduate Studies and Research, University of Regina"]},"updated_at":"2026-07-24T04:03:47Z"}