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dc.contributor.authorWebster, Christine
dc.date.accessioned2019-06-17T22:02:11Z
dc.date.available2019-06-17T22:02:11Z
dc.identifier.urihttp://hdl.handle.net/10613/12811
dc.identifier.urihttp://dx.doi.org/10.25316/IR-7120
dc.description.abstractThis inquiry was framed in Nuu-chah-nulth worldview. This thesis comes after the announcement of the Truth and Reconciliation Commission’s (2015b) Calls to Action and demonstrates a collaboration toward reconciliation between an academic institution and Indigenous community. This research knowledge was gathered in accordance with the Royal Roads University (2011) Research Ethics Policy. This thesis explored the postsecondary experiences of Indigenous students through narrative exchanges to better understand how the academic institute could enhance the overall learning experience for Indigenous students. A wholistic approach of the Indigenous postsecondary student journey was followed with a particular focus on strategies to strengthen the engagement and support that can be offered by the academy. The offered guidance to the academic institute supports positive change initiatives, which considers intellectual, emotional, physical, and spiritual space to enhance the opportunity for Indigenous students to feel supported to bring their whole selves into their academic world.
dc.titleTraversing Culture and Academy
dc.date.updated2019-06-17T22:02:13Z
dc.language.rfc3066en


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