Tiffany Prete
Biographic Data
| ID | 6300025 |
|---|---|
| NAME | Tiffany Prete |
| GIVEN NAMES | Tiffany |
| FAMILY NAME | Prete |
| SIGNATURE | PRETE T |
| AFFILIATIONS | University of Lethbridge |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Stolen Kainai Children
“Stolen Kainai Children: Stories of Survival” is an exhibition curated by Apooyak'ii / Dr. Tiffany Hind Bull – Prete, a member of the Kainai (Blood Tribe) and an Assistant Professor at the University of Lethbridge, Canada. The exhibit sheds light on the colonial school system’s impact on Indigenous communities, focusing on the experiences of the Niitsitapi (Blackfoot People). Through meticulous research and collaboration with Elders, Dr. Prete pr…
Renewing Our Commitment
Apooyak'ii / Tiffany Hind Bull – Prete has contributed the beautiful cover photograph entitled: “Placidity”. As importantly, Prete developed a photo journal with some wonderful photographs of the stunning landscape and flora of the lands of the Blackfoot Confederacy in Southern Alberta. At times, the photographs complement, at other times they serve as a way of balancing the harsh enduring legacy of colonization by reminding us of the timeless be…
Stolen Kainai Children
This article explores one example of the Truth and Reconciliation Commission (TRC) of Canada’s, Calls to Action #69, being implemented through the work of the Galt Museum & Archives with a Blackfoot researcher within the Treaty 7 area in Southern Alberta. Call to Action #69 recommends that museums and archives allocate more resources and develop programs which allow Indigenous Peoples’ “inalienable right to know the truth about what happened and …
Spirit, Heart and Reconciliation
Call for Submissions for the Winter 2024 (Volume 15, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitiled Spirit, Heart and Reconciliation, with Guest Co-Editors Tiffany Prete, Celia Haig Brown, Jessica Keeshig Martin and Cecille DePass
How Alberta Education’s First Nations, Metis, and Inuit Policy Framework influence students attitudes towards the Indigenous Peoples of Canada
For decades, Indigenous education in Canada has implemented policies that provide a more culturally relevant curriculum for Indigenous students. It is thought that such a curriculum will improve morale and academic success in Indigenous students. Despite these efforts, a gap still exists between Indigenous students and their counterparts. Little attention has been given to the role that race and racism plays in the lives of Indigenous students. T…
Indigenous voices and decolonising lifelong education
Integrating traditional educational practices of the Siksikaitsitapi (Blackfoot confederacy) into a post-secondary context
The colonisation of the Indigenous Peoples of Canada, has led to the subjugation of Indigenous knowledges and the structuring of an education system that excludes the use of Indigenous ways of knowing, being, and doing. This paper makes space for and privileges Siksikaitsitapi (Blackfoot Confederacy) human development theory and articulates the four stages of human development (knowledge of tribal and cosmic responsibilities; experiential knowled…
How Integrating Aboriginal Perspectives into the Classroom Affects Students Attitudes Towards Aboriginal People
This paper explores the methods employed by Alberta Education to teach Alberta students about the Indigenous Peoples of Canada. Currently, Alberta Education has two approaches, which are: 1) the integration of the First Nations, Metis, and Inuit Policy Framework (FNMI), which is a framework that is a means to educate all Albertans on the history of Aboriginal Peoples, and 2) an optional Aboriginal Studies coursework. An urban high school particip…
How Integrating Aboriginal Perspectives into the Classroom Affects Students Attitudes Towards Aboriginal People
This paper explores the methods employed by Alberta Education to teach Alberta students about the Indigenous Peoples of Canada. Currently, Alberta Education has two approaches, which are: 1) the integration of the First Nations, Metis, and Inuit Policy Framework (FNMI), which is a framework that is a means to educate all Albertans on the history of Aboriginal Peoples, and 2) an optional Aboriginal Studies coursework. An urban high school particip…
How Alberta Education’s First Nations, Metis, and Inuit Policy Framework influence students attitudes towards the Indigenous Peoples of Canada
For decades, Indigenous education in Canada has implemented policies that provide a more culturally relevant curriculum for Indigenous students. It is thought that such a curriculum will improve morale and academic success in Indigenous students. Despite these efforts, a gap still exists between Indigenous students and their counterparts. Little attention has been given to the role that race and racism plays in the lives of Indigenous students. T…
Indigenous voices and decolonising lifelong education
Integrating traditional educational practices of the Siksikaitsitapi (Blackfoot confederacy) into a post-secondary context
The colonisation of the Indigenous Peoples of Canada, has led to the subjugation of Indigenous knowledges and the structuring of an education system that excludes the use of Indigenous ways of knowing, being, and doing. This paper makes space for and privileges Siksikaitsitapi (Blackfoot Confederacy) human development theory and articulates the four stages of human development (knowledge of tribal and cosmic responsibilities; experiential knowled…
Spirit, Heart and Reconciliation
Call for Submissions for the Winter 2024 (Volume 15, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitiled Spirit, Heart and Reconciliation, with Guest Co-Editors Tiffany Prete, Celia Haig Brown, Jessica Keeshig Martin and Cecille DePass
Stolen Kainai Children
“Stolen Kainai Children: Stories of Survival” is an exhibition curated by Apooyak'ii / Dr. Tiffany Hind Bull – Prete, a member of the Kainai (Blood Tribe) and an Assistant Professor at the University of Lethbridge, Canada. The exhibit sheds light on the colonial school system’s impact on Indigenous communities, focusing on the experiences of the Niitsitapi (Blackfoot People). Through meticulous research and collaboration with Elders, Dr. Prete pr…
Renewing Our Commitment
Apooyak'ii / Tiffany Hind Bull – Prete has contributed the beautiful cover photograph entitled: “Placidity”. As importantly, Prete developed a photo journal with some wonderful photographs of the stunning landscape and flora of the lands of the Blackfoot Confederacy in Southern Alberta. At times, the photographs complement, at other times they serve as a way of balancing the harsh enduring legacy of colonization by reminding us of the timeless be…
Stolen Kainai Children
This article explores one example of the Truth and Reconciliation Commission (TRC) of Canada’s, Calls to Action #69, being implemented through the work of the Galt Museum & Archives with a Blackfoot researcher within the Treaty 7 area in Southern Alberta. Call to Action #69 recommends that museums and archives allocate more resources and develop programs which allow Indigenous Peoples’ “inalienable right to know the truth about what happened and …
Sociology (6 works) · History (5 works) · Indigenous Health, Education, and Rights (5 works) · Indigenous (4 works) · Pedagogy (4 works) · Gender Studies (3 works) · Psychology (3 works) · Archaeology (2 works) · Art (2 works) · Art history (2 works)