After the 2015 release of the Truth and Reconciliation Commission (TRC) Final Report, a CASN/CINA task force chaired by the Canadian Indigenous Nurses Association (CINA) Chief Executive Officer, Marilee Nowgesick, took on the work of establishing direction and guidance for responding to the TRC Calls to Action. The resulting 2020 discussion paper includes a framework of strategies to address the TRC Calls to Action in Canadian nursing education.
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Blanchet Garneau, A., Bélisle, M., Lavoie, P., & Catherine Laurent Sédillot, C. (2021). Integrating equity and social justice for indigenous peoples in undergraduate health professions education in Canada: A framework from a critical review of literature. International Journal for Equity in Health, 20, Article 123, 9 p. Access Link
Filice, S., Spadoni, M., Sevean, P., & Dampier, S. (2020). Historically Informed Nursing in the Time of Reconciliation. Quality Advancement in Nursing Education - Avancées en formation infirmière, 6(2). Access Link
Kajner, T., Fletcher, F., & Makokis, P. (2012). Balancing Head and Heart: The Importance of Relational Accountability. Community-University Partnerships. Innovative Higher Education, 37(4), 257–270. Access Link
Kovach, M. (2013). Treaties, Truths, and Transgressive Pedagogies: Re-Imagining Indigenous Presence in the Classroom. Socialist Studies, 9(1), 109–127. Access Link
LaFever, M. (2016). Switching from Bloom to the Medicine Wheel: Creating Learning Outcomes That Support Indigenous Ways of Knowing in Post-Secondary Education. Intercultural Education, 27(5), 409–424. Access Link
Michell, H. (2011). Working with elders and indigenous knowledge systems : a reader and guide for places of higher learning. JCharlton Pub. Access Link
de Oliveira Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education& Society, 4(1), 21-40. Access Link
Beavis, A. S. W., Hojjati, A., Kassam, A., Choudhury, D., Fraser, M., Masching, R., & Nixon, S. A. (2015). What all students in healthcare training programs should learn to increase health equity: perspectives on postcolonialism and the health of Aboriginal Peoples in Canada. BMC Medical Education, 15(1), Article 155. Access Link
Kennedy, A., Bourque, D. H., Bourque, D. E., Cardinal, S., & Bourque Bearskin, R. L. (2021). Reconciling taking the “Indian” out of the nurse. Quality Advancement in Nursing Education, 7(1), Article 6. Access Link
Moffitt, P. (2016). Mobilizing decolonized nursing education at Aurora College: Historical and current considerations. Northern Review, 43, 67-81. Access Link
Pete, S. (2016). 100 Ways: Indigenizing & decolonizing academic programs. Aboriginal Policy Studies, 6(1), 80-89. Access Link
Ragoonaden, K., & Mueller, L. (2017). Culturally responsive pedagogy: Indigenizing curriculum. Canadian Journal of Higher Education, 47(2), 22-46. Access Link
Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different versions for Indigenizing the Canadian Academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218-227. Access Link
