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Urban Aboriginal Students At-Promise...

Steele, Loraine Kathleen.

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Urban Aboriginal Students At-Promise of Completing High School: A Community's Journey.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Urban Aboriginal Students At-Promise of Completing High School: A Community's Journey./
Author:	Steele, Loraine Kathleen.
Description:	275 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
Subject:	Native American Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NS27705
ISBN:	9780499277053

Urban Aboriginal Students At-Promise of Completing High School: A Community's Journey.
Steele, Loraine Kathleen.

Urban Aboriginal Students At-Promise of Completing High School: A Community's Journey. - 275 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ph.D.)--University of Alberta (Canada), 2013.

This dissertation is based on high school completion being recognized as a public problem in Canada and Alberta since the mid-1960s, and re-surfaced in importance in Alberta during the early 2000s. I questioned how urban Aboriginal students, facing multifaceted challenges in areas of social, economic, judicial, political, health and education realms, fraught with hegemonic power and control issues, can become empowered to complete high school.

ISBN: 9780499277053Subjects--Topical Terms:

626633
Native American Studies.

Urban Aboriginal Students At-Promise of Completing High School: A Community's Journey.
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020 $a 9780499277053
035 $a (MiAaPQ)AAINS27705
035 $a AAINS27705
040 $a MiAaPQ $c MiAaPQ
100 1 $a Steele, Loraine Kathleen. $3 2097188
245 1 0 $a Urban Aboriginal Students At-Promise of Completing High School: A Community's Journey.
300 $a 275 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Janice Wallace.
502 $a Thesis (Ph.D.)--University of Alberta (Canada), 2013.
520 $a This dissertation is based on high school completion being recognized as a public problem in Canada and Alberta since the mid-1960s, and re-surfaced in importance in Alberta during the early 2000s. I questioned how urban Aboriginal students, facing multifaceted challenges in areas of social, economic, judicial, political, health and education realms, fraught with hegemonic power and control issues, can become empowered to complete high school.
520 $a The main purpose of this study is to engage urban Aboriginal students involved in a stay-in-school program operated by the Aboriginal Youth & Family Well-being & Education Society in four schools in Edmonton to critically examine and identify existing social structures that may marginalize them in completing high school. As urban Aboriginal students become aware, they can identify and gain support systems to challenge the status quo, learn to answer their questions, and become self-empowered to become students at-promise of completing high school.
520 $a This study used Indigenous research methodology informed by a critical lens for research analysis with a goal of transformative action to liberate urban Aboriginal students and enhance their support systems. Critical theory provides an epistemology for addressing issues that exercise hegemonic control, through power blocs of racism, classism and sexism, and dominant forms of knowledge, to result in an ultimate shift in social inequality. Critical pedagogy points to solutions for students to become empowered, as well as for the development of educational policies and practices that create enabling conditions for urban Aboriginal students to complete high school. The methodology utilized was a holistic approach to research based on the four directions of the Medicine Wheel of physical, mental, spiritual and emotional dimensions, in which the knowledge of all involved in the research experience was valued. Talking circles and individual interviews were methods utilized to gather qualitative data through the research questions posed on barriers and solutions to high school completion, responding to issues of power and control. Indigenous protocols were adhered to in gathering data by celebrating cultural practices, building trust relationships and respecting all perspectives. The data collected were compared to other literature sources through a critical theory lens. A melding of voices for educational policy and promising practices emerged to enable high school completion of urban Aboriginal students. The learnings from this study may be developed into educational policies and practices to support Aboriginal students to complete high school. Also, parents, Elders and Aboriginal communities can become a strong supportive voice in the education of their children.
590 $a School code: 0351.
650 4 $a Native American Studies. $3 626633
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Policy. $3 1669130
690 $a 0740
690 $a 0533
690 $a 0458
710 2 $a University of Alberta (Canada). $b Educational Policy Studies. $3 2097189
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 0351
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NS27705