Clarke (2017). Grounding care practices in theory.

“Health professionals are often encouraged to consider evidence as the guiding source for difficult decision. While evidence-based practice is valuable, medical evidence does not exist outside of the relational context of treatment.” (p 79-80)

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Mitchell, Guichon, & Wong (2015). Caring for children, focusing on children.

“A more recent report claims that ‘Racism against Indigenous peoples in the healthcare system is so pervasive that people strategize around anticipated racism before visiting the emergency department or, in some cases, avoid care altogether’ (13).” (p 294)

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Goulet & Goulet (2014). What to Build Upon: Sociocultural Strengths. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“The concept is further complicated because, in addition to living beings, it includes life force entities such as toboggans, spears, cars, record players, and so on. These latter entities are considered forms of life, not inanimate objects or things.” (p 56)

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Wilson (2008). Can a Ceremony Include a Literature Review? (Research is ceremony: Indigenous research methods.)

“It is this awareness of colonization, and the firm belief that Indigenous peoples have their own worldviews, that have led to the present stage in the articulation of our own research paradigm.” (p 53)

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Wilson (2008). On the Research Journey. (Research is ceremony: Indigenous research methods.)

“… four dominant paradigms … there is a common thread of thinking that runs through them. This commonality is that knowledge is seen as being _individual_ in nature. This is vastly different from the Indigenous paradigm, where knowledge is seen as belonging to the cosmos of which we are a part and where researchers are only the interpreters of this knowledge. This distinction in the ownership of knowledge is one major difference between the dominant and Indigenous paradigms …” (p 38)

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Molnar (2012). Responsibility as the Welcoming of Difference: Thoughts on Levinas and a Teacher’s Experience.

“There are powerful arguments that exist in advocating for educators’ involvement in anti-racist and social justice undertakings, yet at the core of these exists how responsibility is understood and enacted in face-to-face interactions.” (p 46)

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