4.3 Éducation et insertion

Fraser, S., Vrakas, G., Laliberté, A. et Mickpegak, R. (2018). Everyday ethics of participation: A case study of a CBPR in Nunavik. Global Health Promotion, 25(1), 82-90.

Fletcher, C. (2019). Community context, research methods and cultural ethics in the plants for life project. In J. L. Main (dir.), Wisdom Engaged: Traditional knowledge for Northern Community Well-being and Healing. Edmonton : University of Alberta Press.

White, L. (2015). Free to Be Mohawk Indigenous Education at the Akwesasne Freedom School. Norman (OK): University of Oklahoma Press.

White, L. (2015). Free to be Kanien’kehaka: Educational self-determination at the Akwesasne freedom school. Norman (OK): University of Oklahoma Press.

White, L. (2018). Who Gets to Tell the Stories? Carlisle Indian School: Imagining a Place of Memory Through Descendant Voices. Journal of American Indian Education, 57(1), 122-144.

Tagalik, S., Billard, G., Anoee, E., l’Hérault, V., Truchon, M. H. et Rahm, J. (2019). La contribution des jeunes inuit et des programmes communautaires à l’apprentissage et à la persévérance tout au long de la vie. Revue de la persévérance et de la réussite scolaires chez les premiers peuples, 3, 102-105.