Culture and Identity in the In-Between Space

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This paper is based on a study that utilizes a self-study approach to examine culture and identity in the "in-between" space. The main tenet of this research study is that culture and identity implies more than a return to tradition or a nostalgic look at the past. It is held that learning in and about cultural environments presents possibilities for transformation and change. This paper is intended to provide insight into the landscape of Indigenous thought and processes. It includes the voices of Indigenous faculty and Elders who work to incorporate personal and traditional knowledge in the academy. It is an exploration and analysis of language, traditional values, beliefs, and practices that constitute the cultural conditions of learning in an Indigenous world. The purpose of this paper is to legitimize Indigenous Knowledge in academia, and to re present how cultural conditioning shapes and informs Indigenous research and pedagogy. It will discuss the potential and implications of an Indigenous Knowledge base for educational values.

Keywords: Indigenous Knowledge, Culture and Identity, Values in Education
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Paper Presentation in English
Paper: , Culture and Identity in the In-Between Space

Prof. Angelina Weenie

Department Head, Associate Professor, Indigenous Education, First Nations University of Canada
Regina, Saskatchewan, Canada

Angelina Weenie is a Plains Cree woman/educator from Sweetgrass First Nations, Saskatchewan, Canada. She is the Department Head of Indigenous Education at the First Nations University of Canada. She is a PhD student at the University of Regina, Regina, Saskatchewan, in the area of Curriculum and Instruction. Her research interests include narrative inquiry,language and culture, and resilience processes.

Ref: L09P0142