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Self-knowledge of First Nation Adolescents Attending High School With a Student Residence- [electronic resource]
Self-knowledge of First Nation Adolescents Attending High School With a Student Residence- [electronic resource]
상세정보
- 자료유형
- 학위논문
- Control Number
- 0016932962
- International Standard Book Number
- 9798379944087
- Dewey Decimal Classification Number
- 370
- Main Entry-Personal Name
- Ford, Marti C.
- Publication, Distribution, etc. (Imprint
- [S.l.] : University of Minnesota., 2023
- Publication, Distribution, etc. (Imprint
- Ann Arbor : ProQuest Dissertations & Theses, 2023
- Physical Description
- 1 online resource(142 p.)
- General Note
- Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
- General Note
- Advisor: Brice, Lynn.
- Dissertation Note
- Thesis (D.Ed.)--University of Minnesota, 2023.
- Restrictions on Access Note
- This item must not be sold to any third party vendors.
- Summary, Etc.
- 요약This study aims at describing the self-knowledge of students and their ongoing development as Anishinaabe (Ojibway), Ininiw (Cree), Oji-Cree, Saulteaux, Dene, or mixed Indigenous nation adolescents who left their homogenous home communities during a crucial time in their social, emotional, and cultural development to attend high school. The study utilizes literature from different sources to incorporate studies on the traditional upbringing of First Nations youth, the connection between adolescence and First Nations youth, and the aspect of Kiskenimisowin (self-knowledge). The study adopted a phenomenological case study approach informed by principles of Indigenous methodology. The study found that students who participated brought with them the Indigenous knowledge and practices they learned from their communities. Their self-knowledge of being Ininiw, Anishinaabe, Oji-Cree, Saulteaux, Dene, or mixed Indigenous Nation was exhibited through the importance of family, connection to the land, and their need to care and give back to their communities. Many First Nation communities continue to practice traditional culture and values. Students learn them from their families or, if the families do not practice their culture, learn in the community at gatherings or while in school. The study includes appendices featuring letters, IRB correspondences, and questions informing the dissertation attached. It also includes recommendations for future research in the field of study.
- Subject Added Entry-Topical Term
- Education.
- Subject Added Entry-Topical Term
- Native American studies.
- Subject Added Entry-Topical Term
- Higher education.
- Index Term-Uncontrolled
- Adolescents
- Index Term-Uncontrolled
- Indigenous education
- Index Term-Uncontrolled
- Student residence
- Index Term-Uncontrolled
- High school
- Added Entry-Corporate Name
- University of Minnesota Education Curriculum and Instruction
- Host Item Entry
- Dissertations Abstracts International. 85-01A.
- Host Item Entry
- Dissertation Abstract International
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:643869
MARC
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■00520240214101145
■006m o d
■007cr#unu||||||||
■020 ▼a9798379944087
■035 ▼a(MiAaPQ)AAI30522393
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aFord, Marti C.
■24510▼aSelf-knowledge of First Nation Adolescents Attending High School With a Student Residence▼h[electronic resource]
■260 ▼a[S.l.]▼bUniversity of Minnesota. ▼c2023
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2023
■300 ▼a1 online resource(142 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: A.
■500 ▼aAdvisor: Brice, Lynn.
■5021 ▼aThesis (D.Ed.)--University of Minnesota, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis study aims at describing the self-knowledge of students and their ongoing development as Anishinaabe (Ojibway), Ininiw (Cree), Oji-Cree, Saulteaux, Dene, or mixed Indigenous nation adolescents who left their homogenous home communities during a crucial time in their social, emotional, and cultural development to attend high school. The study utilizes literature from different sources to incorporate studies on the traditional upbringing of First Nations youth, the connection between adolescence and First Nations youth, and the aspect of Kiskenimisowin (self-knowledge). The study adopted a phenomenological case study approach informed by principles of Indigenous methodology. The study found that students who participated brought with them the Indigenous knowledge and practices they learned from their communities. Their self-knowledge of being Ininiw, Anishinaabe, Oji-Cree, Saulteaux, Dene, or mixed Indigenous Nation was exhibited through the importance of family, connection to the land, and their need to care and give back to their communities. Many First Nation communities continue to practice traditional culture and values. Students learn them from their families or, if the families do not practice their culture, learn in the community at gatherings or while in school. The study includes appendices featuring letters, IRB correspondences, and questions informing the dissertation attached. It also includes recommendations for future research in the field of study.
■590 ▼aSchool code: 0130.
■650 4▼aEducation.
■650 4▼aNative American studies.
■650 4▼aHigher education.
■653 ▼aAdolescents
■653 ▼aIndigenous education
■653 ▼aStudent residence
■653 ▼aHigh school
■690 ▼a0515
■690 ▼a0740
■690 ▼a0745
■71020▼aUniversity of Minnesota▼bEducation, Curriculum and Instruction.
■7730 ▼tDissertations Abstracts International▼g85-01A.
■773 ▼tDissertation Abstract International
■790 ▼a0130
■791 ▼aD.Ed.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16932962▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
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