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Findings challenge existing institutional and psychological transition approaches by showing that transitions are shaped by diverse lived experiences and by underscoring the importance of a visioning process for Indigenous youth participation in university. 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Volume 47, No. 1, 2017, pages 153-170  \nVisioning as an Integral Element to Understanding Indigenous Learners’Transition to University  \nAmy Parent  \nSimon Fraser University  \nAbstract  \nThis 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 astorywork 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.  \nRésumé  \nCet article porte une attention particulière à la transition del’école secondaire vers l’université des jeunes autochtones de la Colombie-Britannique, au Canada. L’études’appuie sur le modèlede la recherche autochtone, qui utilise le concept dela visualisation et sur une méthodologie basée sur le « storywork »(Archibald, 2008) . Les résultats défient les approches institutionnelles et psychologiques des transitions en affirmant que celles-ci sont profondément affectéesparla pluralité d’expériencesvécues, et quel’intégration du processus de visualisation est essentielle à la participation des jeunes autochtones aux études universitaires., L’article conclut sur les répercussions possibles pour les praticiens de l’éducation et des communautés autochtones.  \nCJHE / RCES Volume 47, No. 1, 2017  \nVisioning as an Integral Element of Indigenous Transition / A. Parent 154  \nAuthor Introduction  \nI acknowledge and thank the Musqueam, Squamish, and Tsleil-Waututh Nations for providing me with a space to study and teach on their ancestral, unceded, and overlapping territories. My mother’s side of the family is Nisga’a from the House of Ni’isjoohl and we belong to the Ganada (Frog) Clan. On my father’s side, I am French and German. My Nisga’a name isNoxAyaa Wilt and I am a researcher and educator working at a Canadian university. My personal, community, and professional experiences guide my interest in the topic of Indigenous high school to university transitions.  \nIntroduction: Purpose and Research Question  \nThis article focuses on how visioning informs high school to university transitions for Indigenous youth at research-intensive universities in British Columbia, Canada. The empirical information for this paper is from a larger study on Indigenous students’ high school to university transitions (Parent, 2014). This paper explores the following research question:  \nWhat challenges and successes do Aboriginal learners experience with Aboriginal early university promotion and Aboriginal university transition programs?  \nFirst, the article outlines the background and literature on two transitional pathways—Aboriginal early university promotion initiatives (AEUPIs) and Aboriginal university transition programs (AUTPs)—to provide a context for the reader, while also critiquing prevalent approaches. Second, the study’s theoretical and methodological design—which incorporates visioning and storywork—is discussed (Archibald, 2008; Battiste, 2010; Cajete, 1994; HeavyRunner, 2009; Kirkness & Barnhardt, 1991). Third, the results challenge existing institutional and psychological approaches to transitions (Astin, 1993; Falk & Aitken, 1984; Holmes, 2005, 2006; Malatest & Associates, 2004; Tinto, 1993) in revealing that transitions 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 educational practitioners and administrators.  \nLiterature Review  \nThere is little to no comprehensive literature a","cbCaieQJQAbQn9QO","https://ap.wps.com/l/cbCaieQJQAbQn9QO","pdf",385268,18,"English","# Author Introduction\n# Introduction: Purpose and Research Question\n# Literature Review","[{\"question\":\"What is the central focus of the article?\",\"answer\":\"The article examines how visioning informs high school to university transitions for Indigenous youth in universities in British Columbia, Canada.\"},{\"question\":\"Which research approach and methodology does the study use?\",\"answer\":\"The study is based on an Indigenous research design that uses visioning and a storywork methodology.\"},{\"question\":\"What do the results show about institutional approaches to transitions?\",\"answer\":\"The results challenge existing institutional and psychological approaches, showing that transitions are deeply affected by varied lived experiences and that visioning is vital for Indigenous youths’ participation in university.\"}]","Visioning as an Integral Element to Understanding Indigenous Learners’ Transition to University - Volume 47 - 1 | PDF",1792083561,45]