Gabriel Dumont College Graduate Studies
GDC Graduate Student Bursary Program Recipients
Louise Legare received a GDC Graduate Student Bursary in December 2006 in support of her doctoral studies in Education Administration at the University of Saskatchewan. Ms. Legare’s research builds on her many years of experience in Aboriginal Teacher Education Programs. The following is a summary of her research:
Aboriginal Teacher Education Programs, (TEPs), are unique and essential programs which have developed in Canada in response to the need for Métis and First Nations individuals to train as teachers. Within each TEP, there are employed flexible approaches and structures which promote the professional training of the individual while maintaining cultural awareness and integrity. TEPs have graduated many teachers since their inception and, from this group of professionals we have an opportunity to contribute to education which is relevant to Métis and First Nations children and youth. As well, professionally trained Métis and First Nations teachers influence the many and varied systems of education in Canada.
The focus of my doctoral dissertation is to describe the nature of personal and professional support required in TEPs in order for Métis and First Nations adult students to achieve their aspirations. Personal support requires developing positive, helpful and caring professional relationships with students so they can address personal issues which may arise during their training period. Professional support requires developing the requisite academic knowledge and skills of a teacher. In my research, this description of personal and professional support will be viewed from both student and faculty perspectives. I intend to use storytelling and conversation as my primary method of inquiry. Once completed, I will offer my work for reflection to any teaching and learning community.
-Louise Legare
Keith Goulet received a GDC Graduate Student Bursary in December 2006 in support of his doctoral studies in History at the University of Regina. Mr. Goulet’s research is on the Cumberland Cree concept of land. The following is a summary of his research:
My Ph.D. dissertation in history is on the Cumberland Cree concept of land. This proposed study is a response to the need for establishing basic research on the central issues of Métis, First Nations and Inuit peoples in the field of history. Whether it was the Report of the World Commission on Environment and Development (Brundtland) in the early 1980s or land claims and land entitlement processes since the 1970s or the modern-day resource development strategies, the need to learn from Indigenous peoples knowledge, practices and understandings has been stated from time to time. While historical and anthropological research had been done in Québec and Ontario over the past century, little or no work has been done in Western Canada.
My second major goal in the research is a methodological concern. While it is important to do something, it is critically more important to do it in a way that respects the culture, language and historical experiences of the people. While I will be using all existing sources such as writing or pictures, I will also be interviewing Métis and First Nations people using digital audio and video formats. The majority of these interviews will be done in the Cree language of Cumberland House. In addition to the historic debates on land, I will be paying close attention to the Cree concepts of the historical narrative and oral history.
-Keith N. Goulet
Stacey Debray received a GDC Graduate Student Bursary in April, 2007 to support her studies in Master of Science in Special Education at Minot State University. Ms. Debray’s research is on strategies to help teachers teach children with Fetal Alcohol Syndrome. The following is a description of her research:
My thesis proposal is “What strategies can teachers use to combat impulsive and aggressive behaviours in children with Fetal Alcohol Syndrome (FAS)?” It is my intention to use this information and question to gather important information for teachers to help them teach children with FAS.
As a teacher, I see children who are affected by Fetal Alcohol Spectrum Disorder (FASD). Unfortunately, those affected include our Métis children. Through my research, it is my hope that I will educate teachers and other professionals about how to deal and cope with children who are affected by FASD. By giving teachers hands-on material and strategies, hopefully that will reduce the frustration felt in dealing with these children with organic brain damage. Using strategies like: incorporating a strict routine, having a place for time-outs for the student when he/she needs a break, encouraging non-stimulating environments, such as the classroom, and having reminder cards for the student are some ways to deal with a student with FAS.
I believe that educating ourselves on the effects of FASD will help us understand, and therefore, better deal with the students.
I also wanted to take this time to thank each and every member who gave me the opportunity to receive this bursary. This bursary has ensured that I can continue on with my studies through Minot State University. My family is so grateful. Thank you again.
Sincerely,
Stacey Debray (B.Ed)
Graduate Student
Masters of Science in Special Education
Minot State University
Monica Goulet received a GDC Graduate Student Bursary in April 2007 to help support her research and studies in the Master of Business Administration program at the University of Saskatchewan. Ms. Goulet’s research focuses on the efficacy of addressing issues of racism experienced by Métis and First Nations people of Saskatchewan through the vehicle of a display such as that on the legacy of Ann Frank. She describes her research as follows:
My MBA project explores and evaluates the feasibility of the development and promotion of a traveling exhibit honouring the First Nation and Métis peoples of Saskatchewan. It will chronicle the struggles that Aboriginal people historically and currently face, particularly racism. Among other things, the exhibit will also profile the success stories of members of the First Nations and Métis communities and organizations from Saskatchewan.
The City of Saskatoon Community Services Branch has agreed to be the official sponsors of the project. They are particularly interested in this project, as the City administered and released the results of a telephone perception survey in December of 2005, where “more than two-thirds (70%) of Saskatoon residents say they have observed Aboriginals experiencing acts of racism (p.16)” (Fast Consulting 2006). The project will facilitate capacity building for partners who may wish to get involved.
The methodology that I will use to build a rationale for this project will include focus groups, interviews with key people, and research on exhibits. I wish to determine how effective exhibits are in reducing racism, and if so, what pre and post evaluation tools will effectively measure attitudes of viewers. The previous success with the “Anne Frank in the World: 1029-1945” exhibit and also lessons learned will greatly assist the potential partners who may wish to become involved in the development and management of the new exhibit.
It is the hope of the author and sponsors that this traveling exhibit will play a significant role in the education of school children and all viewers, so that they have a better understanding and appreciation for Aboriginal people in Saskatchewan, thereby reducing racism.
- Monica Goulet
Natasha Beeds received a GDC Graduate Student Bursary in November 2007 in support of her studies in the Interdisciplinary Master of Arts Graduate program at the University of Saskatchewan. Natasha Beeds is of nêhiyawi-Metis (Cree) and mixed Caribbean ancestry. She grew up in the territories of her mother’s family: mistawâsis, atâhkakohp, and nêwo-nâkîwin (Mont Nebo). Ms. Beeds taught at First Nations University of Canada for 7 years and credits her many students for inspiring her to return to university to get her Master of Arts in Interdisciplinary Studies. She describes her research as follows:
In my work, I seek to reaffirm my nêhiyawi-Metis community’s resistance to the processes of colonization by reclaiming and recovering the land with their stories. Many nêhiyaw and nêhiyawi-Metis stories begin with a specific area. From that place on the land, the stories unfold, locating the people, their identities, and their histories. Due to the disruptions caused by colonization processes and attempted assimilation practices, many of these places were made inaccessible to the nêhiyawak and nêhiyawi-Metis. As a result, they have been forgotten by the younger generation. Our kêhtê-ayâk (Old Ones), however, still remember. As our transmitters of knowledge, our kêhtê-ayâk (Old Ones) hold the keys to our understanding of who we are and where we come from. From them, and their stories, we can begin to locate ourselves and locate the paths of the past for the future.
- Natasha Beeds
Jody Burnett received a GDC Graduate Student Bursary in November 2007 in support of her doctoral studies Educational Psychology at the University of Regina. In 2005 Ms. Burnett completed a Master of Education degree in educational psychology, presenting research that examined the effects of problem gambling on Aboriginal family members including impacts on the family's economic, social, psychological, community, and health status. That research earned Ms. Burnett important recognition for her contributions to Saskatchewan population health research. Ms. Burnett’s doctoral research expands on her previous findings. The following is a summary of her research:
My doctoral research is based on the results gathered from inquiry conducted at the Master’s level titled, “The Aboriginal Family Members’ Experience of Problem Gambling”, which explored the social, economical and psychological experiences of Aboriginal family members of problem gamblers that resided in Regina. Results concurred that support services for Aboriginal problem gamblers and their families were insufficient and often times inaccessible.
As such, the intent of my research has two intentions: first, to gain a better understanding of support services presently available for problem gamblers and their families and to review what services, if any, are culturally-appropriate services for First Nations and Métis people by conducting interviews with physicians or front line workers within the Regina Qu’Appelle Health Region. Secondly, I intend to work closely with the First Nations and Métis community to ask both individual problem gamblers as well as family members of problem gamblers, what services they have accessed (past or present), the appropriateness of these services, and any recommendations for more responsive services (i.e. counselling support/practices that are in-line with traditional ways of healing).
Results will be shared with First Nations and Métis people in order to inform and perhaps improve practice and the offering of services within our health region.
- Jody Burnett