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Students build skills in analyzing worldview as it shapes culturally specific approaches to childhood, and in critiquing how government systems have constructed and maintained inequities affecting First Nations, Inuit, and Métis populations. The course emphasizes reflective writing and comparative synthesis, supported by film, readings, and case materials including Truth and Reconciliation Commission calls, child welfare equity issues, and curriculum indigenization efforts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advanced-topics-in-child-studies-chst-4001b-indigenous-childhoods/396362/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advanced-topics-in-child-studies-chst-4001b-indigenous-childhoods/396362.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-26",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning outcomes are required for CHST 4001B?","Question",{"text":112,"@type":113},"Students must explain worldview as a factor in culturally specific childhood approaches, analyze how government systems maintain inequities affecting First Nations, Inuit and Métis populations, and synthesize a comparative analysis orally and in writing with critical reflection.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the main topics covered in the course?",{"text":117,"@type":113},"Topics include Inuit childrearing and socialization in contrast with Euro-western school protocols, Inunnguiniq and relating with children across past, present and future, plus topics such as Truth and Reconciliation Commission reports and calls to action, First Nations child welfare equity issues, and indigenizing curriculum in Canada, alongside Indigenous childhoods in Norway, New Zealand and Australia.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the course graded and what are the key assignments?",{"text":121,"@type":113},"Assessment includes Participation (20%), a Worldview/culture/childhood assignment (25%), a Film review plus assignment (25%), and a Term Paper plus presentation (30%), with specified page limits and APA 6 formatting requirements.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},396362,1790650313,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Carleton University  \nInstitute of Interdisciplinary Studies (Child Studies)  \nAdvanced Topics in Child Studies– CHST 4001B – Indigenous Childhoods  \nFall 2017  \nLecture Monday 11:35 – 14:25 starting on September 11 and ending on Friday December 8  \nLocation Dunton Tower 2203 Instructor Carol Rowan, Ph.D.  \nOffice Dunton Tower 2210  \nOffice Hours Monday, 14:30 – 15:30 or by appointment E-mail carol.rowan@carleton.ca  \nPrerequisites Fourth year standing in Child Studies or permission of the Institute. Course Website [https://culearn.carleton.ca/moodle/course/view.php?id=96914](https://culearn.carleton.ca/moodle/course/view.php?id=96914)  \nCULearn Protocols Students are expected to check CULearn for course announcements and updates at least twice a week. All assignments (unless otherwise indicated) are to be submitted on CULearn.  \nCommunication Policy To communicate with the Professor, outside of class hours, please send an email from your Carleton e-mail address to: carol.rowan@carleton.ca. A reply will be sent within 24 hours of receipt between Monday at 09:00 and Friday @17:00, during the semester.  \nCourse Description  \nLearning outcomes By reading and taking notes, actively participating in class discussion, writing reflectively, watching films and videos and analysing the content, comparing Indigenous childhoods locally and globally, at end of this course the student should be able to:  \n1. Explain worldview as a factor in culturally specific approaches to childhood.  \n2. Analyze and critique ways in which government officials and systems construct and maintain inequities now and in the past, with specific consideration of First Nations, Inuit and Metis populations.  \n3. Synthesize and critically reflect on the content of a comparative analysis in considering Indigenous childhoods in Canada and in a targeted Indigenous population in geo-political location elsewhere, both orally and in writing.  \nTopics of discussion will include: Inuit childrearing practices, Inuit approaches to socialization in contrast with Euro-western school based protocols, Inunnguiniq, relating with children in Inuit ways through past, present and into the future; the Truth and Reconciliation Commission – Reports and Call to Action, the Canadian Human Rights Case on First Nations Child Welfare, approaches to Indigenizing curriculum in Canada; consideration of Indigenous childhoods in other geo-political domains including: Norway, New Zealand and Australia  \nRequired Reading  \nAll course readings including scholarly articles and other essential print based information will be available through the MacOdrum Library Course Reserve system via CULearn.  \nAssignments and evaluation  \n\n| \\# | Assignment\u003Cbr>Name | Description | Due date | Grading\u003Cbr>scheme |\n| --- | --- | --- | --- | --- |\n| 1. | Participation | Attendance and active participation while demonstrating the capacity to discuss the required readings in depth is mandatory. One absence allowed without penalty. | Sept. 18, 25; Oct. 2,16,30; Nov. 6, 13, 20, 27; Dec. 4 & 8 | 20% |\n| 2. | Worldview,\u003Cbr>culture and the construction\u003Cbr>of childhood | Elaborate your emerging understanding of Inuit worldview as it concerns approaches to caring for young Inuit. Drawing on the literature and films for the first four weeks of class: consider the cultural purposes and practices of childhood, in not more than 4 double spaced pages. | October 2 @11:29 | 25% |\n| 3. | Film review plus | Use content from the films screened in class and assigned as “readings” in order to analyse and critique ways in which government officials and systems construct and maintain inequities now and in the past, with specific consideration of First Nations, Inuit and Metis populations. The assignment is limited to 4 double spaced pages.4. | November 8 @\u003Cbr>11:30\u003Cbr>(note this is a Wednesday) | 25% |\n| 4. | Term Paper and presentation | Employ the assemblage of materials listed in the course syllabus and made available through the CHST","cbCaid57ExS6zVdY","https://ap.wps.com/l/cbCaid57ExS6zVdY","pdf",154929,11,"English","# Course Information\n## Learning Outcomes\n## Topics of Discussion\n## Required Reading\n## Assignments and Evaluation\n## Notes and Grading Policies","[{\"question\":\"What learning outcomes are required for CHST 4001B?\",\"answer\":\"Students must explain worldview as a factor in culturally specific childhood approaches, analyze how government systems maintain inequities affecting First Nations, Inuit and Métis populations, and synthesize a comparative analysis orally and in writing with critical reflection.\"},{\"question\":\"What are the main topics covered in the course?\",\"answer\":\"Topics include Inuit childrearing and socialization in contrast with Euro-western school protocols, Inunnguiniq and relating with children across past, present and future, plus topics such as Truth and Reconciliation Commission reports and calls to action, First Nations child welfare equity issues, and indigenizing curriculum in Canada, alongside Indigenous childhoods in Norway, New Zealand and Australia.\"},{\"question\":\"How is the course graded and what are the key assignments?\",\"answer\":\"Assessment includes Participation (20%), a Worldview/culture/childhood assignment (25%), a Film review plus assignment (25%), and a Term Paper plus presentation (30%), with specified page limits and APA 6 formatting requirements.\"}]","Advanced Topics in Child Studies - CHST 4001B - Indigenous Childhoods | PDF",1790439802,28]