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Changing the Story: Indigenous Youth Belong in Post-Secondary Education.

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Title: Changing the Story: Indigenous Youth Belong in Post-Secondary Education.
Authors: Rider, Wanda First1, Hanson, Aubrey Jean2, Houle, Angela1, McCallum, Patricia1, Miles, Teresa M.2, Plante, Maureen3, Spring, Erin2
Source: Alberta Journal of Educational Research. Spring2024, Vol. 70 Issue 1, p83-97. 15p.
Subject Terms: *School administration, *Postsecondary education, *Cities & towns, Indigenous youth, Indigenous peoples
Abstract (English): This article describes a collaboration between an urban school board and a faculty of education aimed at supporting Indigenous youth transitions to post-secondary education. Drawing upon strengths-based approaches including wise practices, we offer a model for how postsecondary transition events can illuminate pathways for young people to see that they belong in higher education. We highlight the importance of connecting with Elders, hearing from successful Indigenous speakers, and seeing campus. The theme of our event reiterates to Indigenous youth that they have a story and that they can take the next steps to a new beginning in post-secondary education. [ABSTRACT FROM AUTHOR]
Abstract (French): Cet article décrit une collaboration entre une autorité scolaire en milieu urbain et une faculté d'éducation visant à soutenir la transition des jeunes autochtones vers l'enseignement postsecondaire. Puisant dans des approches fondées sur les forces, y compris les pratiques sages, nous offrons un modèle de la façon dont les événements liés à la transition vers l'enseignement postsecondaire peuvent éclairer les passerelles permettant aux jeunes de voir qu'ils ont leur place dans l'enseignement supérieur. Nous soulignons l'importance d'établir des liens avec les aînés, d'écouter des conférenciers autochtones qui ont réussi et de visiter le campus. Le thème de notre événement rappelle aux jeunes autochtones qu'ils ont une histoire et qu'ils peuvent franchir les prochaines étapes vers un nouveau départ dans l'enseignement postsecondaire. [ABSTRACT FROM AUTHOR]
Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Changing the Story: Indigenous Youth Belong in Post-Secondary Education.
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  Data: <searchLink fieldCode="AR" term="%22Rider%2C+Wanda+First%22">Rider, Wanda First</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hanson%2C+Aubrey+Jean%22">Hanson, Aubrey Jean</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Houle%2C+Angela%22">Houle, Angela</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22McCallum%2C+Patricia%22">McCallum, Patricia</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Miles%2C+Teresa+M%2E%22">Miles, Teresa M.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Plante%2C+Maureen%22">Plante, Maureen</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Spring%2C+Erin%22">Spring, Erin</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Alberta+Journal+of+Educational+Research%22">Alberta Journal of Educational Research</searchLink>. Spring2024, Vol. 70 Issue 1, p83-97. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br />*<searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cities+%26+towns%22">Cities & towns</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+youth%22">Indigenous youth</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+peoples%22">Indigenous peoples</searchLink>
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  Data: This article describes a collaboration between an urban school board and a faculty of education aimed at supporting Indigenous youth transitions to post-secondary education. Drawing upon strengths-based approaches including wise practices, we offer a model for how postsecondary transition events can illuminate pathways for young people to see that they belong in higher education. We highlight the importance of connecting with Elders, hearing from successful Indigenous speakers, and seeing campus. The theme of our event reiterates to Indigenous youth that they have a story and that they can take the next steps to a new beginning in post-secondary education. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Cet article décrit une collaboration entre une autorité scolaire en milieu urbain et une faculté d'éducation visant à soutenir la transition des jeunes autochtones vers l'enseignement postsecondaire. Puisant dans des approches fondées sur les forces, y compris les pratiques sages, nous offrons un modèle de la façon dont les événements liés à la transition vers l'enseignement postsecondaire peuvent éclairer les passerelles permettant aux jeunes de voir qu'ils ont leur place dans l'enseignement supérieur. Nous soulignons l'importance d'établir des liens avec les aînés, d'écouter des conférenciers autochtones qui ont réussi et de visiter le campus. Le thème de notre événement rappelle aux jeunes autochtones qu'ils ont une histoire et qu'ils peuvent franchir les prochaines étapes vers un nouveau départ dans l'enseignement postsecondaire. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=176111620
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              Text: Spring2024
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