Tawnshi folks!  Articles:  Ng-A-Fook, N. (2005). A curriculum of mother-son plots on education's center stage. Journal of Curriculum Theorizing, 21(4), 43-58. Cheechoo, K. (2020). Reframing reconciliation: Turning our back or turning back? In Cote-Meek, S., & Moeke-Pickering, T. (Eds.), Decolonizing and Indigenizing education in Canada (1st ed., pp. 247-265). ProQuest eBook Central. Brant, K., Cheechoo, K., McGuire-Adams, T., Vaudren-Charette, J., & Ng-A-Fook, N. (2017). Indigenizing ivory towers: Poetic inquiry, métissage, and reconcilia(c)tion. In E. Lyle (Ed.), At the intersection of selves and subject (1st ed., pp. 87–104). Sense Publishers. In this episode I unpack the works of my supervisors, being Dr. Nicholas Ng-A-Fook and Dr. Keri-Lynn Cheechoo and make connections to the methodologies of poetic inquiry, Métissage, and Currere, my own ongoing work and experiences with reconciliation-education, and my epistemology as a Michif researcher. I understand the importance of truth-telling, story-telling, and the artistic uses of narrative inquiry and poetry and how they can be presented in qualitative studies and how researcher ought to discern their own positionalities in relation to their own research/epistemologies.   I offer my gratitude and appreciation to both Keri and Nick and their authentic selves in connection to their works, but also how others might look towards their works, and who they are as individuals, in relational ways.  Please follow @EducateTheEarth on Facebook, Twitter, and Instagram for more content.   

Tawnshi folks!  Article: Cindy Blackstock (2007). The Breath of Life Versus the Embodiment of Life: Indigenous Knowledge and Western Research. In our conversation, we unpack the Breath of Life Theory through Indigenous epistemological worldviews, being the Breath of Life through generational thinking, time, accountability, responsibility, and acknowledgement of how unique First Nations, Métis, and Inuit cultures are, and how such sharings support our work within our positionally as researchers.  Maarsii and thank you Lisa for your care, involvement, and ability to stand alongside First Peoples in the face of injustices. You are going to make intentional and meaningful impacts within your research.   Please follow @EducateTheEarth on Facebook, Instagram, and Twitter for more content. 

Tawnshi folks!  Book Chapters: "The Trauma Informed School” by Jim Sporleder.  Chapter 3: Trauma, Stress, and the Brain  Chapter 10: Creating a relationship based culture  Amanda and I discuss strategies, ways of thinking, and understandings of how to support teachers and their school communities to be aware of how to be pedagogically trauma informed. Amanda provides great details how to amplify strategies in your classes. We also discuss the importance of boundaries and Dr. Jody Carrington. Maarsii and thank you so much @_amandam96 for joining me in sharing this conversation. Your knowledge sharing will most definitely support educators and their journeys.  *IGTV/Instagram Live hosts these conversations. Thank you for your understanding.*  Please follow @WalksTheEarth on Instagram for more content. 

Tawnshi folks! Article: The Aspen Institute - Council of Distinguished Scientists. (2017). The Evidence Base for How We Learn - Supporting Students' Social, Emotional, and Academic Environment. Madison and I unpack what it means to be a social and emotional aware educators through notions of Indigigogy and inner guidance. We also share meaningful resources set to support your learning journey of unlearning to relearn! Maarsii @madisonv333, you truly are a wonderful educator and make such meaning impacts to the world. *IGTV/Instagram Live hosts these conversations. Thank you for your understanding.* Please follow @WalksTheEarth on Instagram for more content.

Tawnshi folks!  Article: Susan Dion (2016) Mediating the Space in Between: Voices of Indigenous Youth and Voices of Educators in the Service of Education. In Episode One of Research Time, Madelaine talked about "Restitution in Education" and how it is the action of restoring teachings and overall educational notions to where it originated (Dion, 2016). This is the responsibility of all teachers to enact within their own classrooms. She also discussed the next steps of the segment, how she has become an Indigenous researcher, and answered various questions from folks that she hope will assist them within their journeys.  *IGTV/Instagram Live is the primary place of these conversations. Thank you for your understanding.*

Tawnshi Folks!  Resource: The Circle of Courage (TM).  Maria and I unpack the Circle or Courage and how it can be used within your classroom educational practices. We discuss the ways educators can be thoughtful about enacting this practice and how they can effectively and meaningfully support their students, and themselves, holistically.   Maarsii @mariaealeanor_ for your words of support, healing, and encouragement! Your students are very lucky to have you! *IGTV/Instagram Live hosts these conversations. Thank you for your understanding.* Please follow @WalksTheEarth on Instagram for more content.

Tawnshi folks!  Article: Tim Loreman. (2012). Measuring inclusive education outcomes in Alberta, Canada. Kayla and I unpack what it means to have an inclusive classroom and how as educators, can support students with disability in thoughtful and meaningful ways. We discuss equity, disrupting ableism, supporting IPPs, addressing UDL, and student helpers. Thank you for your time and your continuous compassion, @Kayla_McGougan! *IGTV/Instagram Live hosts these conversations. Thank you for your understanding.* Please follow @WalksTheEarth on Instagram for more content.

Tawnshi folks!  Article: The Globe and Mail. (October 21, 2020). Sen Murray Sinclair: Alberta's leaked curriculum plan around Residential Schools would be a 'terrible mistake'.  Nikkole and I discuss the narratives that must be shared from the experiences of survivors and families affected by the Residential Schooling System in relation to curriculum. We also discuss connecting to traditions in school, honouring our Elders, lessons that can be used in relation to this work, resources, connections to community, relational building, and most importantly, our support for all educators being able to do this work. You're not along and we are here to uplift you! Maarsii @nikkolerosie for your support, your spirit, your voice, and your relations. You mean so much to me and I'm so honoured you're my friend. Children are our gifts, and as a mother, you hold such an important role. *IGTV/Instagram Live hosts these conversations. Thank you for your understanding.* Please follow @WalksTheEarth on Instagram for more content.

Tawnshi folks! Article: Laurence J. Kirmayer, Stéphane Dandeneau, Elizabeth Marshall, Morgan Kahentonni Philips, & Karla Jessen Williamson. (2011). Rethinking Resilience from Indigenous Perspectives. Ashlynne and Madelaine unpack resilience and how educators can appropriately use it within their practice. It is important for folks to understand that this practice is daily and must be ongoing. We also discuss reconciliation and how to gain comfortability to teach with Indigigogy in the classroom and various settings.   Maarsii @Ashlynne.breanne for joining me as my first guest for Season 2 of Research Time. You are passionate and your students are lucky to have you! *IGTV/Instagram Live hosts these conversations. Thank you for your understanding.* Please follow @WalksTheEarth on Instagram for more content. 

Tawnshi folks!  Article: M. Anbarasu and V. Chandramohan (2015) Yoga in the Management of Anxiety Among Students Kumanan and Madelaine discuss how yoga is practiced, its original context, how it can be adapted within our educational spaces, and how we can use it within our lives. Maarsii for joining me @Kumanan_kk, it was such a wonderful conversation as I'm sure it can offer support for folks and their journeys. *IGTV/Instagram Live is the primary place of these conversations. Thank you for your understanding.* Please follow @WalksTheEarth on Instagram for more content.