Visioning as an Integral Element to Understanding Indigenous Learners’ Transition to University
Abstract
This article focuses on high school to university transitions for Indigenous youth at universities in British Columbia, Canada. The study is premised on an Indigenous research design, which utilizes the concept of visioning and a storywork methodology (Archibald, 2008). The results challenge existing institutional and psychological approaches to transitions in revealing that they are deeply impacted by a variety of lived experiences and that a visioning process is vital to Indigenous youths’ participation in university. The paper concludes with implications for practitioners working in educational and Aboriginal community-based settings.
Metrics
Published
2017-04-27
Issue
Section
Articles
DOI
License
Copyright in the article is vested with the Author under the terms of the Creative Commons Attribution-NonCommercial-No Derivative Works 2.5 Canada license http://creativecommons.org/licenses/by-nc-nd/2.5/ca/. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
