WIPCE 2022 SAMPLE of Workshops

Indigenous Education Sovereignty: Our Voices ~ Our People

The WIPCE 2022 team is currently scheduling seven keynote speakers, 380 seminars and workshops, dozens of cultural activities and performances, posters, exhibitors and on demand (pre-recorded) sessions.

Follow the below link for a sample of 35 concurrent workshop (this is not a complete list, this is only a small selection) sessions led by First Nation presenters from Norway, Japan, South Africa, USA/Hawai’i, Costa Rica, Taiwan, New Zealand and Australia – less than 10% of the full program.

Selected WIPCE workshop presentations » download here

These seminars and workshops represent two of 14 concurrent themes – less than 10% of the total program – full program to be progressively released in coming weeks.

Sincere thanks to all who submitted WIPCE abstracts (840 in 2 rounds) leading to an exceptional and diverse program. Our team is grateful for the awesome team of 54 independent Indigenous reviewers who assessed submissions.

Please note that the 2022 program is now VERY full – hosts are unable to receive further abstracts.

Draft as at July 2022 – program is subject to change.

Selected Workshops:

Tuesday 27 September
Kālaimoʻohele: Engaged Innovations
Kamehameha Schools Maui, Pukalani, United States

The Intestines Tickle  – Taking back the language of feelings
Centre for Saami Language in Education, Guovdageaidnu, Norway

Raising the Bar of Excellence for Native Education Through an International Indigenous Accreditation System
University of Hawai’i at Hilo, Hilo, United States, University of Hawai’i West O’ahu, Kapolei, United States, Fond du Lac Tribal & Community College, Cloquet, United States

A New Voice in Indigenous Education: A unique model of schooling that enhances the educational, cultural and language outcomes for Aboriginal and Torres Strait Islander students; Gawura – A School within a School.
St Andrew’s Cathedral Gawura School, Sydney, Australia

Dialogue between “Indigenous” and “Academic” Voices for Respecting Ainu Story Sovereignty in Japan
Hokkaido University, Sapporo, Japan, ²Hokkaido University, Sapporo, Japan

Walking Together, Working Together – Partnership Agreement between the NSW Aboriginal Education Consultative Group Inc (NSW AECG) and the NSW Department of Education
Department Of Education, New South Wales, Tuggerah, Australia, New South Wales Aboriginal Education Consultative Group , Stanmore , Australia

Assertive Communication Between The Institutions Of Higher Education And The Indigenous People: A Challenge For The Public Universities Of Costa Rica.
Tecnológico De Costa Rica, Oriental, Costa Rica

Economic Resiliency and Sovereignty in Indigenous Communities
Institute For Native Pacific Education And Culture (inpeace), Wai’anae , Hawaii

Leading the Charge for Change: West Australian Aboriginal Students Nation Building through Community Development Initiatives
Glass Jar Australia, Perth, Australia

Mokakit Iyikakimaat: Towards a pedagogy of resilience from a Blackfoot perspective
University of Calgary, Calgary, Canada

Wednesday 28 September

Decolonizing STEM: Centering Place and Sense of Place through the implementation of STEMS
University of Hawai‘i – Mānoa, Honolulu, United States, Kāneʻohe Elementary, Kāneʻohe , United States, Hālau Kū Māna Public Charter School, Honolulu, United States, Roosevelt High School, Honolulu , United States

an indigenous Mathematics, Science and Technology Education Master’s Programme: A three universities collaboration
University Of South Africa, Pretoria, South Africa

Sustainability and normalising Te Reo Māori and Culture: Building a world for our mokopuna
Waipapa Taumata Rau | University Of Auckland, Auckland, New Zealand

Miyoskamin (Breaking new ground) How an Indigenous Post-secondary institution in Saskatchewan cultivates the Indigenous Innovation ecosystem through a relational-centered framework.
SIIT, Saskatoon, Canada

Building Indigenous Higher Education: Reimagining Frameworks for Universities
University Of Oklahoma, Norman, United States, University of Oklahoma, Norman, United States, Harvard University, Cambridge, United States, University of Oklahoma, Norman, United States

Te Pou Rāhui e ngunguru nei: Positioning your strategic voice for transformational and sustainable change
Waipapa Taumata Rau | University Of Auckland, , New Zealand

Yapa kuja kalu wangkami pijirdi jintangka – Warlpiri speaking up strongly together
Warlpiri Education and Training Trust, Alice Springs, Australia

Tjitjiku Tjukurpa (The Children’s Dreaming) Project.
Carclew Inc., North Adelaide, Australia, Lee-Ann Buckskin & Associates, Taperoo, Australia, Ku Arts (Aṉanguku Arts and Cultural Aboriginal Corporation), Adelaide, Australia, Mobile Language Team (University of Adelaide), Adelaide, Australia, Country Arts SA, Port Adelaide, Australia, Davenport Community Council, Davenport , Australia, Think Films, Hendon, Australia, Wunungu Awara (Monash University, Indigenous Studies Centre) , Clayton, Australia

KIINGITANGA
Kiingitanga, Hanilton Waikato NZ, New Zealand, He Kura Ki Waikato Charitable Trust, Ngaruawahia, Aotearoa, New Zealand, Ngati Porou, Tainui, Waikato -Tainui, Waikato-Tainui, Maniapoto, ,

Restoring Mi’kmaw stories in Mi’kmaqi
Elsipogtog First Nation, Elsipogtog, Canada, Anglophone School District – North, Miramichi, Canada

Thursday 29 September
Indian Residential Schools:  Perspectives of Blackfoot Confederacy People
Blood Tribe Department Of Health, Calgary, Canada

Mai i ngā rā o mua  – Indigenous youth articulation and navigation of real worlds and fake scenarios.
Massey University, Palmerston North, New Zealand

Empowering Sovereign Minds through First Nations-led Post-Secondary Education Policy Approaches
Assembly Of First Nations, Ottawa, Canada

Indigenous Perspectives in Higher Education:  A Rights-based pedagogical approach in partnership with non-Indigenous academics
Queensland University Of Technology, Brisbane, Australia

Sovereignty Looks Like This in Real Life: Tribal Education Code Enactment at Leech Lake
Leech Lake Band Of Ojibwe, Cass Lake, United States

Eskasoni Mi’kmaq Education: Following the Footsteps of our Ancestors into the Future
Eskasoni School Board, Eskasoni, Canada

Community-driven Education Law-making Processes in Anishinaabek and Haudenosaunee Law Traditions
First Nations With Schools Collective, Canada, Faculty of Education, Western University, London, Canada, Wikwemikong Board of Education, , Canada

Indigenous Researchers speak up and back: Decolonizing the Office of Research Services
York University, Toronto, Canada

Care for Country, Care for Self:bIndigenous-Centred Programming
Art Gallery Of New South Wales, Sydney, Australia

A Kaupapa (policy): What it means to co-create a policy that Educates and Transforms an organisation
Waipapa Taumata Rau | University Of Auckland, Auckland, New Zealand

Indigenous Education in Taiwan’s Mainstream K-12 Education System
College Of Indigenous Studies, National Dong Hwa University, Shoufeng, Taiwan, Department of Early Childhood, HungKuang University , Shalu District, Taiwan, National Academy for Education Research

Friday 30 September
Community-driven Education Law-making Processes in Anishinaabek and Haudenosaunee Law Traditions
First Nations With Schools Collective, Canada, Faculty of Education, Western University, London, Canada, Wikwemikong Board of Education, Canada

Indigenous Researchers speak up and back: Decolonizing the Office of Research Services
York University, Toronto, Canada

A Kaupapa (policy): What it means to co-create a policy that Educates and Transforms an organisation
Waipapa Taumata Rau | University Of Auckland, Auckland, New Zealand

He Waka Eke Noa, We’re all in this together
Waipapa Taumata Rau, University Of Auckland,  Auckland, New Zealand

How Boys Who Want to Change the World Become the Men Who Do
Native Hawaiian, , United States

Unlocking the learning potential of Indigenous and low SES young people in mathematics education in detention Centres
Queensland University Of Technology, Kelvin Grove, Australia