Throughout its four-year journey, NCCIE has learned a great deal about Indigenous education as well as the practice of respectful Indigenous research. By listening to educators, Elders, and Knowledge Holders who have partnered with NCCIE to share their stories and expertise, as well as NCCIE regional and national team members who carried out the work of the project, Dr. Jennifer Dockstator (National NCCIE Project Director, 2017-21) wrote these two reports for others to learn from NCCIE’s experiences.
A “Community First” Approach to Indigenous Research: The National Centre for Collaboration in Indigenous Education
- This report unpacks the “Community First” principle that has guided NCCIE’s work so that others who may wish to pursue similar projects, or Indigenous research in general, can learn from NCCIE’s experiences. How did NCCIE begin and how did the project unfold? How has NCCIE manifested Indigenous principles of respect, relationship, and reciprocity in its daily practice? These questions and more are explored, including insights shared by regional and national team members, community members and Elders, about the strengths of the project’s “Community First” approach, procedural challenges, and how NCCIE worked to address them in the spirit of respect and relational accountability.
Listen to Our Voices: Policy Insights for Strengthening Education with Indigenous Education
- NCCIE has learned a great deal about Indigenous education by listening to educators, Elders, and Knowledge Holders who have partnered with NCCIE to share their stories, their wisdom, and expertise. This report highlights these perspectives and insights to contribute to our collective understanding of: the depth and breadth of Indigenous education; the many different relationships that contribute to students’ success; the variety of supports needed for the well-being of students as well as educators; and the vision of an educational system transformed by Indigenous education. These insights are framed in the form of recommendations to inform policies for strengthening education through Indigenous education for the benefit of Indigenous and non-Indigenous learners of all ages.
When referencing these reports
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