Belinda Daniels
Biographic Data
| ID | 3964890 |
|---|---|
| NAME | Belinda Daniels |
| GIVEN NAMES | Belinda |
| FAMILY NAME | Daniels |
| SIGNATURE | DANIELS B |
| AFFILIATIONS | University of Victoria |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Learning as nēhiyaw
In the face of continuing pressure from colonial languages, many Indigenous languages are experiencing renewed growth through promising and essential practices such as immersion and land-based learning. This article illustrates the importance of a nēhiyaw (Cree) immersion camp steeped in nēhiyaw pedagogy and onto-epistemological underpinnings related to land. These beliefs embrace the nēhiyawak (Cree people) understanding that language is alive w…
Nēhiyawak Child Raising Practices and Lessons for Schools
In this article, I take up Pushor’s conceptualization of ‘walking alongside,’ of accompanying families on their journey to educate their children, as an alternative to the ways in which educators have stood over parents as authorities with more knowledge. I detail the parent and grandparent knowledge approaches to schooling. I make my ways of thinking, doing, and being visible by storying moments of my lived experiences as a nēhiyaw in education,…
Ē-pī-wīcihtāsowin ahpō ē-pī-wīchisowin
This paper contributes to ongoing conversations on the contextual differences and considerations between learning an Indigenous language as a member of an Indigenous nation or community and learning an Indigenous language as a non-Indigenous person (Albury, 2015; Berardi-Wiltshire & Bortolotto, 2022; May 2023; O’Toole, 2020; Te Huia, 2020). While we see value in considering how non-Indigenous Canadians can positively contribute to Indigenous lang…
Ē-nitomikoyahkik kakīwēyahk [They’re Calling Us Home]
This paper examines the experiences of adult participants in the nēhiyawak Language Experience (nLE), a land-based Cree language immersion camp aimed at reclaiming nēhiyawēwin (Cree). Using Indigenous methodology, this study explores the following question: What are the experiences of adult learners and teachers in a land-based nēhiyawēwin immersion camp? The research design is based on a co-researcher model, where six participants (three learner…
Edna McKenzie, Freedom In The Midst of a Slave Society
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Edna McKenzie, Freedom In The Midst of a Slave Society
Nēhiyawak Child Raising Practices and Lessons for Schools
In this article, I take up Pushor’s conceptualization of ‘walking alongside,’ of accompanying families on their journey to educate their children, as an alternative to the ways in which educators have stood over parents as authorities with more knowledge. I detail the parent and grandparent knowledge approaches to schooling. I make my ways of thinking, doing, and being visible by storying moments of my lived experiences as a nēhiyaw in education,…
Ē-pī-wīcihtāsowin ahpō ē-pī-wīchisowin
This paper contributes to ongoing conversations on the contextual differences and considerations between learning an Indigenous language as a member of an Indigenous nation or community and learning an Indigenous language as a non-Indigenous person (Albury, 2015; Berardi-Wiltshire & Bortolotto, 2022; May 2023; O’Toole, 2020; Te Huia, 2020). While we see value in considering how non-Indigenous Canadians can positively contribute to Indigenous lang…
Ē-nitomikoyahkik kakīwēyahk [They’re Calling Us Home]
This paper examines the experiences of adult participants in the nēhiyawak Language Experience (nLE), a land-based Cree language immersion camp aimed at reclaiming nēhiyawēwin (Cree). Using Indigenous methodology, this study explores the following question: What are the experiences of adult learners and teachers in a land-based nēhiyawēwin immersion camp? The research design is based on a co-researcher model, where six participants (three learner…
Learning as nēhiyaw
In the face of continuing pressure from colonial languages, many Indigenous languages are experiencing renewed growth through promising and essential practices such as immersion and land-based learning. This article illustrates the importance of a nēhiyaw (Cree) immersion camp steeped in nēhiyaw pedagogy and onto-epistemological underpinnings related to land. These beliefs embrace the nēhiyawak (Cree people) understanding that language is alive w…
Indigenous (3 works) · Indigenous Health, Education, and Rights (3 works) · Indigenous language (3 works) · Multilingual Education and Policy (3 works) · Sociology (3 works) · Anthropology (2 works) · Pedagogy (2 works) · Biology (1 works) · Computer Science (1 works) · Download (1 works)