title: Matriarchal legacy: Intergenerational research empowering st’at’imc women through nxekmenlhkálha múta7 nt’kamenlhk’álha  (st’at’imc laws and way of life)

authors: Letterlough, Roxane

subjects: intergenerational research

abstract: This thesis explores how physical literacy, which is defined here as the physical quadrant in the St’at’imc medicine wheel, mitigates trauma and promotes healing for St’at’imc matriarchs and survivors of the Canadian residential school system; it does this by highlighting stories of resilience, resistance, and finding strength in unexpected places. Initially, the study aimed to document the healing journey of twenty Indigenous residential school survivors through sport. However, the Covid-19 pandemic in 2020 and the re-discovery of the 215+ Le Estcwicwéy̓ (“the Missing”) Indigenous children at the Kamloops Indian Residential School in 2021 re-traumatized potential participants.
 	In response to these events and ethical considerations, the research shifted focus to the Nxekmenlhkálha múta7 Nt’ákmenlhk’alha (St’at’imc laws and way of life), narratives of survivance, and intergenerational healing through research. As a matriarch of the Ts’al’alh band from the St’at’imc Nation, my narrative intertwines with those of three St’at’imc matriarchs and residential school survivors. Utilizing Indigenous story work and narrative inquiry, the study amplifies our lived experiences, emphasizing survivance rather than sport and showcasing the resilience and endurance of Indigenous women through Nxekmenlhkálha múta7 Nt’ákmenlhk’alha.
This thesis represents a personal and collective journey through family and community knowledge. It demonstrates the integration of intergenerational research with my own family, including my aunties, and my children. Through an Indigenous worldview, the research reveals the strengths of children as they grow, providing them opportunities to enhance their skills and explore their culture. The study offers a space of cultural resurgence within a colonial system, promoting healing and resilience among the St’at’imc people.

text: Matriarchal legacy: Intergenerational research empowering st’at’imc women through nxekmenlhkálha múta7 nt’kamenlhk’álha  (st’at’imc laws and way of life) This thesis explores how physical literacy, which is defined here as the physical quadrant in the St’at’imc medicine wheel, mitigates trauma and promotes healing for St’at’imc matriarchs and survivors of the Canadian residential school system; it does this by highlighting stories of resilience, resistance, and finding strength in unexpected places. Initially, the study aimed to document the healing journey of twenty Indigenous residential school survivors through sport. However, the Covid-19 pandemic in 2020 and the re-discovery of the 215+ Le Estcwicwéy̓ (“the Missing”) Indigenous children at the Kamloops Indian Residential School in 2021 re-traumatized potential participants.
 	In response to these events and ethical considerations, the research shifted focus to the Nxekmenlhkálha múta7 Nt’ákmenlhk’alha (St’at’imc laws and way of life), narratives of survivance, and intergenerational healing through research. As a matriarch of the Ts’al’alh band from the St’at’imc Nation, my narrative intertwines with those of three St’at’imc matriarchs and residential school survivors. Utilizing Indigenous story work and narrative inquiry, the study amplifies our lived experiences, emphasizing survivance rather than sport and showcasing the resilience and endurance of Indigenous women through Nxekmenlhkálha múta7 Nt’ákmenlhk’alha.
This thesis represents a personal and collective journey through family and community knowledge. It demonstrates the integration of intergenerational research with my own family, including my aunties, and my children. Through an Indigenous worldview, the research reveals the strengths of children as they grow, providing them opportunities to enhance their skills and explore their culture. The study offers a space of cultural resurgence within a colonial system, promoting healing and resilience among the St’at’imc people.

year: 2025-03-09

title: iPads and opportunities for teaching and learning for young children

authors: Khoo, Elaine G.L.

abstract: This research involved a collaboration with two early childhood education (ECE) teachers at an education and care centre in Hamilton, New Zealand, to gain insight into the perspectives of the teachers, a number of the young children in their care, and the parents/ caregivers of four children concerning iPad adoption and use. Interviews with the two teachers, young children and their parents, observations of teacher interactions with children using iPads, and copies of children’s work produced as part of the teaching and learning process using iPads provided evidence on the use of iPads. iPad use on its own was never the main focus rather it was integrated with and part of teachers’ daily practice and context.

text: iPads and opportunities for teaching and learning for young children This research involved a collaboration with two early childhood education (ECE) teachers at an education and care centre in Hamilton, New Zealand, to gain insight into the perspectives of the teachers, a number of the young children in their care, and the parents/ caregivers of four children concerning iPad adoption and use. Interviews with the two teachers, young children and their parents, observations of teacher interactions with children using iPads, and copies of children’s work produced as part of the teaching and learning process using iPads provided evidence on the use of iPads. iPad use on its own was never the main focus rather it was integrated with and part of teachers’ daily practice and context.

year: 2015

title: Oranga whānau, oranga niho: The oral health status of 5-year-old Māori children. A case study

authors: Te Amo, Kirstin Mei

subjects: Maori health

abstract: Research has shown that the oral health of Māori is far worse than non-Māori across all
age groups. The objective of this research study was to assess the dental wellbeing of
5-year olds with a specific focus on Māori children currently residing in the Hamilton City
region. In addition, this research focused on the impact that social, economic, cultural
and environmental factors have on oral health. A total of 32 participants were invited to
take part in this research: 15 5-year-old children from three selected schools, 15 (of the
children's) caregivers and 2 dental therapists who work in the Hamilton City region.
The findings indicated that overall Māori children and children of lower socio-economic
status had a much higher prevalence of dental caries (tooth decay) than non-Māori
children and children of higher socio-economic status. A number of contributing factors
were shown to be responsible for this disparity including the cultural inappropriateness
of oral health services and resources, affordability, role-modelling, parental awareness
and education, and the transient nature of families.
It was found that no one strategy or intervention will achieve dramatic improvements in
Māori oral health as a concerted effort is required by Local and Central Government, the
Health Sector and Māori communities.

text: Oranga whānau, oranga niho: The oral health status of 5-year-old Māori children. A case study Research has shown that the oral health of Māori is far worse than non-Māori across all
age groups. The objective of this research study was to assess the dental wellbeing of
5-year olds with a specific focus on Māori children currently residing in the Hamilton City
region. In addition, this research focused on the impact that social, economic, cultural
and environmental factors have on oral health. A total of 32 participants were invited to
take part in this research: 15 5-year-old children from three selected schools, 15 (of the
children's) caregivers and 2 dental therapists who work in the Hamilton City region.
The findings indicated that overall Māori children and children of lower socio-economic
status had a much higher prevalence of dental caries (tooth decay) than non-Māori
children and children of higher socio-economic status. A number of contributing factors
were shown to be responsible for this disparity including the cultural inappropriateness
of oral health services and resources, affordability, role-modelling, parental awareness
and education, and the transient nature of families.
It was found that no one strategy or intervention will achieve dramatic improvements in
Māori oral health as a concerted effort is required by Local and Central Government, the
Health Sector and Māori communities.

year: 2007