Visioning as an Integral Element to Understanding Indigenous Learners' Transition to University

• In Event: 66.042 - Recentering the Margin(alized): Students of Color as Change Agents

Abstract

There is a call for educators working in higher education institutions to advance Indigenous peoples’ rights and support their goals of self-determination, which positions a key social justice issue at the forefront of educational policy and programming . This study responds to that call by focusing on how Indigenous knowledge informs high school to university transitions for Indigenous learners. It incorporated Indigenous epistemologies and utilized Indigenous theoretical frameworks to investigate Aboriginal learners’ experience of transition and look beyond how they ‘adapt’ or ‘adjust’ to university.

Author

• Amy Marie Parent, The University of British Columbia