{"id":{"repo_id":"royalroads","oai_identifier":"oai:null:10613/27585"},"canonical_url":"https://search.dev.ndltd.org/etd/royalroads/oai:null:10613/27585","repository":{"repo_id":"royalroads","name":"Royal Roads University","base_url":"https://www.viurrspace.ca/server/oai/request"},"display":{"title":"Etuaptmumk: Two-Eyed Seeing, Indigenous Educator Lived Experience, and Speculative Futures for Education","abstract":"This study explores the experiences of Indigenous educators in Ontario, focusing on futures of education and providing recommendations for educational institutions and policy. This research is important for the field of education because it creates space for Indigenous educator voices in the literature and academia and highlights the need for transformative change in education. This qualitative study used Indigenous methodologies, the Conversational Method, and narrative inquiry. Thematic analysis revealed three central themes: (1) The impacts of settler colonialism and the complexities of reconciliation; (2) Etuaptmumk: Two-Eyed Seeing and embracing multiple worldviews; and (3) Imagining hopeful futures for education including the Haudenosaunee Seventh Generation Principle and the role of technology. Recommendations include reframing how education systems approach teaching and learning by examining how to prepare educators in preservice and professional development training; informing antiracist policy, pedagogy, and programming; and considering alternative spaces and ways of learning.","abstract_html":"This study explores the experiences of Indigenous educators in Ontario, focusing on futures of education and providing recommendations for educational institutions and policy. This research is important for the field of education because it creates space for Indigenous educator voices in the literature and academia and highlights the need for transformative change in education. This qualitative study used Indigenous methodologies, the Conversational Method, and narrative inquiry. Thematic analysis revealed three central themes: (1) The impacts of settler colonialism and the complexities of reconciliation; (2) Etuaptmumk: Two-Eyed Seeing and embracing multiple worldviews; and (3) Imagining hopeful futures for education including the Haudenosaunee Seventh Generation Principle and the role of technology. Recommendations include reframing how education systems approach teaching and learning by examining how to prepare educators in preservice and professional development training; informing antiracist policy, pedagogy, and programming; and considering alternative spaces and ways of learning.","abstract_has_math":false,"creators":["Frawley, Angela"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Veletsianos, George"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-27T20:49:08Z","subjects":["School of education and technology"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://doi.org/10.25316/IR-19257"],"render_values":[{"text":"https://doi.org/10.25316/IR-19257","href":"https://doi.org/10.25316/IR-19257","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10613/27585","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Veletsianos, George"]},{"key":"dc:creator","label":"Author","values":["Frawley, Angela"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-01-10T02:03:42Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-01-10T02:03:42Z"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School of education and technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10613/27585","https://doi.org/10.25316/IR-19257"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2024"]},{"key":"dc:description.abstract","label":"Abstract","values":["This study explores the experiences of Indigenous educators in Ontario, focusing on futures of education and providing recommendations for educational institutions and policy. This research is important for the field of education because it creates space for Indigenous educator voices in the literature and academia and highlights the need for transformative change in education. This qualitative study used Indigenous methodologies, the Conversational Method, and narrative inquiry. Thematic analysis revealed three central themes: (1) The impacts of settler colonialism and the complexities of reconciliation; (2) Etuaptmumk: Two-Eyed Seeing and embracing multiple worldviews; and (3) Imagining hopeful futures for education including the Haudenosaunee Seventh Generation Principle and the role of technology. Recommendations include reframing how education systems approach teaching and learning by examining how to prepare educators in preservice and professional development training; informing antiracist policy, pedagogy, and programming; and considering alternative spaces and ways of learning."]},{"key":"dc:title","label":"Title","values":["Etuaptmumk: Two-Eyed Seeing, Indigenous Educator Lived Experience, and Speculative Futures for Education"]}]}],"canonical_facts":{"dc:contributor.advisor":["Veletsianos, George"],"dc:creator":["Frawley, Angela"],"dc:date.accessioned":["2024-01-10T02:03:42Z"],"dc:date.available":["2024-01-10T02:03:42Z"],"dc:date.issued":["2024"],"dc:description":["2024"],"dc:description.abstract":["This study explores the experiences of Indigenous educators in Ontario, focusing on futures of education and providing recommendations for educational institutions and policy. This research is important for the field of education because it creates space for Indigenous educator voices in the literature and academia and highlights the need for transformative change in education. This qualitative study used Indigenous methodologies, the Conversational Method, and narrative inquiry. Thematic analysis revealed three central themes: (1) The impacts of settler colonialism and the complexities of reconciliation; (2) Etuaptmumk: Two-Eyed Seeing and embracing multiple worldviews; and (3) Imagining hopeful futures for education including the Haudenosaunee Seventh Generation Principle and the role of technology. Recommendations include reframing how education systems approach teaching and learning by examining how to prepare educators in preservice and professional development training; informing antiracist policy, pedagogy, and programming; and considering alternative spaces and ways of learning."],"dc:identifier.uri":["https://hdl.handle.net/10613/27585","https://doi.org/10.25316/IR-19257"],"dc:language.iso":["en_US"],"dc:subject":["School of education and technology"],"dc:title":["Etuaptmumk: Two-Eyed Seeing, Indigenous Educator Lived Experience, and Speculative Futures for Education"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:49:08Z"}