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dc.contributor.supervisorPiquemal, Nathalie (Educational Administration, Foundations & Psychology)en_US
dc.contributor.authorRichard, Audrey L.
dc.date.accessioned2012-01-06T21:52:50Z
dc.date.available2012-01-06T21:52:50Z
dc.date.issued2012-01-06
dc.identifier.urihttp://hdl.handle.net/1993/5033
dc.description.abstractThe study explores why some Indigenous students succeed in higher learning despite challenges faced and to what extent was wholistic success impacted by efficacy of wholistic learner supports. Through Indigenous Wholism that integrates the Circle Teaching (Rice, 2005, p. xi) and Mino-Pimatisiwin defined by Hart (2002), experiences of seven graduated and present post-secondary Indigenous students were explored. Special attention was focussed on strengths and challenges. Primary data collection methods consisted of Sharing Circles that provided group learning interaction; and semi-structured interviews that provided personal space for in-depth conversations. The factors that affect and promote wholistic success were grouped under three main areas: systemic and structural, social and cultural, and personal. Findings indicate six areas affecting wholistic success: (1) colonial relationships; (2) financial barriers; (3) fear of failure; (4) disempowerment; (5) sense of belonging; and (6) identity. Main factors promoting wholistic success are relational that include engaging interactions in safe learning spaces.en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectIndigenousen_US
dc.subjectstudiesen_US
dc.titleSetting good footprints: reconstructing wholistic success of Indigenous students in higher educationen_US
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typemaster thesisen_US
dc.degree.disciplineEducational Administration, Foundations and Psychologyen_US
dc.contributor.examiningcommitteeFitznor, Laara (Educational Administration, Foundations & Psychology) Gaywish, Rainey (Extended Education)en_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.noteFebruary 2012en_US


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