This article examines what it means to engage seriously with speech and writing events, such as testimonio, articulated by people whose theoretical base lies primarily in experience outside the walls of academe. I argue ...

This study uses interviews to explore students’ perspectives of a university path program, one initiative of a university-school partnership. Responses show that the abstraction of the program lives in concrete and personal ...

This paper questions assumptions about conducting research based in programs developed to serve communities which have traditionally had restricted access to the university. Grounded in an off-campus Master of Education ...

This paper explores how the work of the infusion of First Nation, Métis, and Inuit traditions, perspectives, and histories at York University’s Faculty of Education Barrie Site unfolds in practice. It also highlights the ...

This article arises out of a partnership between an aboriginal community member and a university faculty member whose relational focus is the development of a pedagogy of the land within the Indigenous Knowledge Instructors ...

In this article, I explore the question, “What is the relationship between appropriation of Indigenous thought and what might be called ‘deep learning’ based in years of education in Indigenous contexts.” Beginning with ...

This article examines the possibilities when shifting what we have come to call a pedagogy of Land from rural to urban contexts. The authors explore some persisting questions around what it means to bring a pedagogy of ...

This exploratory case study shares teacher candidates’ perspectives and experiences of an Aboriginal infusion at York University’s Faculty of Education field site in Barrie, Ontario. For this initiative, Aboriginal content ...