ror.org/044j76961
Résumés
Abstract
This article investigates and shares the elements of a successful working relationship between an Aboriginal graduate student and a non-Aboriginal faculty supervisor. In order to explore the emerging relationship, each author reflected on the experience by recording weekly journal entries and examining supporting literature. Through examination of the literature and their own metacognition, the authors came to the realization that theirs’ was a productive and enjoyable relationship due in large part to mutual respect and consistent back and forth feedback.
Parties annexes
Bibliography
- Absolon, K. (2010). Indigenous wholistic theory: A knowledge set for practice. First Peoples Child & Family Review, 5(2), 74-87. Retrieved from http://journals.sfu.ca/fpcfr/index.php/FPCFR/index
- Adrian-Taylor, S. R., Noels, K. A., & Tischler, K. (2007). Conflict between international graduate students and faculty supervisors: Toward effective conflict prevention and management strategies. Journal of Studies in International Education, 11(1), 90–117.
- Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94–122.
- Brown-Wright, D., Dubick, R. A., & Newman, I. (1997). Graduate assistant expectation and faculty perception: Implications for mentoring and training. Journal of College Student Development, 38(4), 410-416. Retrieved from http://eric.ed.gov/?id=EJ555271
- Cesa, I. L. & Fraser, S. C. (1989). A method for encouraging the development of good mentoring-protégé relationships. Teaching of Psychology, 16(3), 125–128.
- Davidson, M. N., & Foster-Johnson, L. (2001). Mentoring in the preparation of graduate researchers of color. Review of Educational Research, 71(4), 549–574.
- Faith, E. (2007). Finding healing and balance in learning and teaching at the First Nations University of Canada. First Peoples Child & Family Review, 3(4), 8-12. Retrieved from http://journals.sfu.ca/fpcfr/index.php/FPCFR/index
- Hart, M.A. (2010). Indigenous worldviews, knowledge, and research: The development of an Indigenous research paradigm. Journal of Indigenous Voices in Social Work, 1(1), 1-16. Retrieved from http://www.hawaii.edu/sswork/jisd/index.html
- Hart, M. (2007). Indigenous knowledge and research: The Míkiwáhp as a symbol for reclaiming our knowledge and ways of knowing. First Peoples Child & Family Review, 3(1), 83-90. Retrieved from http://journals.sfu.ca/fpcfr/index.php/FPCFR/index
- Holmes, D. (2006). Redressing the balance: Canadian university programs in support of Aboriginal students. Ottawa, Ontario: Association of Universities and Colleges of Canada. Retrieved from http://hdl.voced.edu.au/10707/240436.
- Hutchinson, P., Mushquash, C., & Donaldson, S. (2008). Conducting health research with Aboriginal communities: Barriers and strategies for graduate student success. Canadian Journal of Native Education, 31(1), 268-278,319-321. Retrieved from http://search.proquest.com/docview/230304988?accountid=12063
- Indigenous and Northern Affairs Canada. (2012, October 1). Terminology. Retrieved from http://www.aadnc-aandc.gc.ca/eng/1100100014642/1100100014643
- Ives, N. G., Aitken, O., Loft, M., & Phillips, M. (2007). Rethinking social work education for Indigenous students: Creating space for multiple ways of knowing and learning. First Peoples Child & Family Review, 3(4), 13-20. Retrieved from http://journals.sfu.ca/fpcfr/index.php/FPCFR/index
- Johnson, S. (2013). Making space for community-based practice experience and spirit in the academy: Journeying towards the making of an Indigenous academic. First Peoples Child & Family Review, 8(2), 82-90. Retrieved from http://journals.sfu.ca/fpcfr/index.php/FPCFR/index
- Lechuga, V. M. (2011). Faculty-graduate student mentoring relationships: Mentors’ perceived roles and responsibilities. Higher Education, 62(6), 757–771.
- Overmars, D. (2010). Indigenous knowledge, community and education in a western system: An integrative approach. First Peoples Child & Family Review, 5(2), 88-95. Retrieved from http://journals.sfu.ca/fpcfr/index.php/FPCFR/index
- Pidgeon, M., Archibald, J., & Hawkey, C. (2014). Relationships matter: Supporting Aboriginal graduate students in British Columbia, Canada. Canadian Journal of Higher Education, 44(1), 1-21. Retrieved from http://journals.sfu.ca/cjhe/index.php/cjhe/article/viewFile/2311/184423
- Pidgeon, M., & Hardy Cox, D.G. (2002). Researching with Aboriginal peoples: Practices and principles. Canadian Journal of Native Education, 26(2), 96-106. Retrieved from http://search.proquest.com/openview/c5fb366e82150ad9a0b04299ff410ddb/1?pq-origsite=gscholar
- Poonwassie, A., & Charter, A. (2001). An Aboriginal worldview of helping: Empowering approaches. Canadian Journal of Counselling, 35(1), 63-73. Retrieved from http://files.eric.ed.gov/fulltext/EJ622699.pdf
- Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Exec_Summary_2015_05_31_web_o.pdf
- Universities Canada. (2015, June 29). Universities Canada principles on Indigenous education. Retrieved from http://www.univcan.ca/media-room/media-releases/universities-canadaprinciples-on-indigenous-education/
10.7202/1068933ar