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\"For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America and the Pacific Islands disentangle aspects of education from colonial relations to advance a new, Indigenously-informed philosophy of instruction. Broadly multidisciplinary, this volume explores Indigenous education from theoretical and applied perspectives and invites readers to embrace new ways of thinking about and doing schooling. Part of a growing body of research, this is an exciting, powerful volume for both Indigenous and non-Indigenous scholars, researchers, policy makers, and teachers, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Contributors: Jill Bevan Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Trish Johnston, Spencer Lilley, Daniel Lipe, Margie Maaka, Angela Nardozi, Kapa Oliviera, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Linda Tuhiwai Smith, Sam L. No'eau Warner, Laiana Wong, Dawn Zinga.\"-- Provided by publisher.

The United Nations Convention on the Rights of the Child was incorporated into international law in 1989. Since its adoption, it has been ratified by nearly all member nations. An outline of the basic rights of all persons under the age of 18, the Convention has various implications and its importance cannot be contested. This collection focuses on children's rights as defined by the U.N. Convention, and their relevance in both national and international contexts. The contributors discuss the Convention from different disciplinary perspectives, but are united in the belief that it is a tool to be utilized and contextualized by individuals, institutions, and communities. If there is a single conviction to be found throughoutChildren's Rightsit is that the rights of the child are far too important to be left to states alone to provide and protect. To paint a detailed picture of the subject as a whole, the volume looks at situations in which the basic rights of children are often denied such as violent social conflict, parental abandonment, and social inequality. Consisting of thirteen essays by prominent scholars, it is an in-depth and interdisciplinary exploration of the significance of children's rights, and a tremendous resource for those working with children and youth in institutional and educational settings.

This article introduces an emergent research theoretical framework, the community-first Land-centred research framework. Carefully examining the literature within Indigenous educational research, we noted the limited approaches for engaging in culturally aligned and relevant research within Indigenous communities. The community-first Land-centred research framework was created by reflecting on how we engaged in research collaborations with Indigenous communities. This process of reflection led us to realize that within our research we had been developing a research framework that was culturally-aligned, relevant, and based on respectful relations that differed in important ways from other community oriented research framework. We articulate how we differentiate this framework from community-based approaches to research and discuss the community-first Land-centred research framework's foundational principles. We draw upon lessons learned through our various collaborations over the past seven years.

The purpose of this study was to examine associations between multidimensional perfectionism and anxiety across the school year in a sample of first-generation high school students (i.e., neither parent completed post-secondary school). Three competing theoretical models were tested (i.e., the vulnerability model, in which perfectionism predicts increased psychopathology; the scar model, in which psychopathology predicts increased levels of perfectionism; and the reciprocal-causality model, in which perfectionism and psychopathology predict each other over time). The sample included 148 high school students (44% boys) between the ages of 13 and 18 (M = 14.90 years; SD = 1.29) who were surveyed at the beginning and end of the school year. Using a half-longitudinal design with latent cross-lagged analyses, results indicated that greater anxiety predicted higher levels of self-oriented perfectionism over time, after accounting for age, sex, emotional stability, and conscientiousness. Findings support the scar model whereby psychopathology predicts perfectionism in first-generation youth.

Converging evidence indicates that the high prevalence of perfectionism and associated pressures to be perfect among adolescents constitute a growing societal problem, especially given concerns about the mental health of young people. This qualitative study sought to understand how adolescent perfectionists recruited from the community define and think about perfectionism. Semistructured interviews were completed with 46 self-identified adolescent perfectionists (Mage = 16.33 years, SD = 1.93; 44 females, 2 males). Analyses yielded new key insights about how adolescent perfectionists define and think about perfectionism. Themes that emerged confirmed the multidimensionality of perfectionism and associated self-evaluative, self-presentational, and cognitive tendencies. Unique themes included the role of social comparison and the commitment to perfectionism despite recognizing the costs. The picture that emerged from this work is that perfectionism is exceptionally complex at the construct level and has elements that account for the heterogeneity that exists among adolescents who all share the self-identified label of being \"a perfectionist.\" Most notably, this work highlights the importance of understanding the need to be perfect and how perfectionism goes well beyond striving for excellence. The implications of this work are considered in terms of assessment, prevention, and practice. Des preuves convergentes indiquent que la forte prévalence du perfectionnisme et les pressions associées pour être parfait chez les adolescents constituent un problème sociétal croissant, en particulier compte tenu des préoccupations concernant la santé mentale des jeunes. Cette étude qualitative visait à comprendre comment les adolescents perfectionnistes recrutés dans la communauté définissent le perfectionnisme et ce qu'ils en pensent. Des entretiens semi-structurés ont été menés auprès de 46 adolescents perfectionnistes auto-identifiés (Âge médian = 16,33 ans, É.-T. = 1,93 ; 44 filles, 2 garçons). Les analyses ont permis de dégager de nouvelles idées clés sur la façon dont les adolescents perfectionnistes définissent le perfectionnisme et ce qu'ils en pensent. Les thèmes qui ont émergé ont confirmé la multidimensionnalité du perfectionnisme et des tendances associées d'auto-évaluation, d'autoprésentation et de cognition. Parmi les thèmes uniques, on trouve le rôle de la comparaison sociale et l'engagement envers le perfectionnisme malgré la reconnaissance des coûts. L'image qui ressort de ces travaux est que le perfectionnisme est exceptionnellement complexe au niveau des constructions et possède des éléments qui expliquent l'hétérogénéité qui existe parmi les adolescents qui partagent l'étiquette de « perfectionniste ». Plus particulièrement, ce travail souligne l'importance de comprendre le besoin d'être parfait et comment le perfectionnisme va bien au-delà de la recherche de l'excellence. Les implications de ces travaux sont considérées en matière d'évaluation, de prévention et de pratique. Public Significance Statement In this study, 46 teenage perfectionists provided detailed descriptions of what perfectionism means to them in their own words. Findings illustrated that the label of being \"a perfectionist\" is not one-size-fits-all for teens, such that teenagers identified 11 different characteristics of perfectionism. Results of this study also underscored the importance of understanding that perfectionism goes well beyond striving for excellence and is instead experienced by teens as a compulsive need to be absolutely flawless.

Is dance a sport? Is dance an art? Can dance be categorized as both? The controversy surrounding dance’s categorization has been an ongoing debate since the early 1970s. With no definite conclusion to this debate, dancers do not have a clear designation as either artists and/or athletes. As such, unresolved challenges remain in the perceived value and significance of dance, particularly in postsecondary contexts. These challenges have significant implications for competitive dancers in postsecondary contexts, as their experiences as student-athletes and opportunities for participation in sport contexts are largely impacted by conceptualizations of dance by various stakeholders in university athletics. This research examined perceptions surrounding dance as a sport, art, or a combination of both in universities across Ontario, Canada. Competitive dancers, dance coaches, and athletic department staff in postsecondary contexts participated in semi-structured interviews to share their individual beliefs, knowledge, and understandings about competitive dance and the ways dancers occupy spaces as artists and athletes. Most participants stated they viewed dance as both an art and a sport but demonstrated tension in how dancers occupied spaces as legitimate athletes within postsecondary institutions. While participants indicated openness to the idea of dance as a sport and dancers as athletes, the ways in which this was attainable at the university-level was hindered by various institutional and systemic barriers.

According to Samms, throughout the spring moon cycles Grandmother Moon calls upon us to listen with our hearts in order to hear and see the truths understanding ways to be self- determining while working toward finding healing solutions and accepting the truths. The challenge that lays before educators is whether or not we have the courage step outside our confined and standardized classroom and embrace change, face the complex and tangled realities surrounding Indigenous education and journey forward by creating ethical spaces where power relations, tensions and challenges may be engaged in meaningful ways.

The authors share some aspects that have allowed Land to inform both pedagogy and praxis in teacher education focusing on student success, within schools and teacher education programs. Deer discusses the tensions, changes and resistances that he encountered in an Aboriginal education course offered in the second year of a teacher education program in Manitoba.