Academic

×

Error message

  • Deprecated function: Methods with the same name as their class will not be constructors in a future version of PHP; views_display has a deprecated constructor in require_once() (line 3161 of /home/tlichoc/research.tlicho.ca/includes/bootstrap.inc).
  • Deprecated function: Methods with the same name as their class will not be constructors in a future version of PHP; views_many_to_one_helper has a deprecated constructor in require_once() (line 127 of /home/tlichoc/research.tlicho.ca/sites/all/modules/ctools/ctools.module).

Making banock

Collaboration with Academic Institutions and Non-Government Organizations… Many academic institutions and NGOs have brought great value to our communities and people. Some ongoing fruitful collaborations over the years have included: the University of Victoria and language revitalization work; the Faculty of Education at the University of Alberta and connections to Tłıc̨hǫ schools; the NGO CIET at the Université d’Ottawa and now McGill University and support for community wellness research related to sexually transmitted infections and HIVAids prevention strategies; UBC and their mining engineering program and support for the development of a mining trades and technology program for use in our high school; Keyano College in Alberta and the delivery of an addictions counsellor training program; and, in the north, Aurora College and the delivery of field- based teacher, healthcare worker and early childhood worker programs.

The Gordon Foundation, too, has been generous over the years. In the past two decades, over 20 graduate students have completed their post-secondary degrees and written their dissertations on topics that have emerged from our communities. The range and depth of their research is exceptional. It includes: work on a Tłıc̨hǫ ethnography on becoming knowledgeable (Legat, 2007); perinatal health beliefs among Tłıc̨hǫ women (Moffitt 2008); home and relationships in the Dene diamond economy (Gibson, 2008); oral traditions in contemporary society (Scott, 2009); the situated social identities of Tłıc̨hǫ high school students (Hopkins, 2011); museum anthropology, collaboration and the Tłıc̨hǫ (Andrews, 2011); Tłıc̨hǫ knowledge of forest fires and climate change (Jacobsen, 2011); among many, many others.