EDIND 220.6
Advanced Oral and Written Cree for Teachers
1&2(3L)
Prerequisite(s): CREE 120 or permission of the department.

Presents the development of oral and written Cree language. Standard Roman Orthography will be used to compose original writings such as poetry, verse, changes, legends and stories. Elders and traditional storytellers will be a main resource.

Note: Students who are non-Cree speakers who have completed CREE 101 and 120 will have acquired the appropriate oral and written proficiency for this class. This is an External course.

EDIND 360.3
Aboriginal Education in a Cross-Cultural Context
1/2(3L)
Prerequisite(s) or Corequisite(s): EDFDT 335.

Offers a cross-cultural contextual framework for addressing the education of Aboriginal students within school system. It focuses on the ideological foundations of traditional Aboriginality and modern schooling, the educational implications for meeting the needs of Aboriginal students, and the creation and adaptation of cross-cultural appropriate pedagogy and curriculum.

EDIND 375.3
Teaching English as a Second Language/Dialect: Level One
1/2(2L-1P)

Designed for teachers who are employed to teach English as second language/dialect to Indian and native students. Emphasis is on methods appropriate for coping with the linguistic difficulties encountered in school by children whose first language is one spoken by Aboriginal peoples.

EDIND 380.3
Incorporating the Cultural Arts of Indian, Métis and Inuit People into School Programs
1/2(3L)

Informs students about the rich and varied cultural arts of the Indian, Métis and Inuit people of North America. Emphasizes understanding and aesthetic appreciation as well as on practical aspects of cultural arts inclusion in school programs.

EDIND 450.3
Aboriginal Epistemology and Pedagogy
1/2(3L)
Prerequisite(s) or Corequisite(s): EDFDT 335.3

This course features salient Aboriginal learning styles and teaching strategies which underpin the survival and resiliency of Aboriginal people. It provides an opportunity through seminar, collaborative investigations and critical exploration to analyse Aboriginal ways of knowing and an art of teaching respecting Aboriginal protocols and knowledge.

SPECIAL TOPICS

EDIND 498.3
1/2(3S)

GRADUATE COURSES

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Department of Curriculum Studies, College of Graduate Studies & Research

EDIND 800.3
History of Indian and Native Education in Central and Atlantic Canada
1/2(3L)

The nature of history as it pertains to Indian and Inuit people. Describes and analyzes the chronological development of schooling for the indigenous people in Central and Atlantic Canada. Historical origins of contemporary issues in education are examined.

EDIND 810.3
History of Indian and Native Education in Western and Northern Canada
1/2(3L)

A review and examination of educational practices of Indian and Inuit people of Western and Northern Canada both before and after the arrival of Europeans. The course outlines the involvement in schooling of the Hudson's Bay Company, missionaries and governments. Contemporary developments in education for Indian, Metis and Inuit people are discussed.

EDIND 820.3
Administrative Systems of Indian and Northern Education
1/2(3S)

Examines the various administrative systems and structures through which schooling is offered to Indian, Metis and Inuit people. Systems of concern include the Department of Indian and Northern Affairs, Governments of the Yukon and Northwest Territories, the Department of Northern Saskatchewan, provincial and band controlled school boards and committees. Legal, financial and jurisdictional aspects of the structures are discussed.

EDIND 825.3
Role of the Administrator in Indian and Northern Education
1/2(3S)

A study of the duties, responsibilities and leadership qualities required of a school administrator in the various structures within which schooling is available to Indian, Inuit and Metis people. Changing expectations of local people (i.e. band controlled schools) and the role of the school principal are examined.