Yehyatonhserayenteri: A Haudenosaunee Model for Onkwehon:we (Indigenous) Education

Focusing on Onkwehon:we (Indigenous) ways of knowing, and Haudenosaunee ways of knowing in particular, this article showcases the strengths of Onkwehon:we-led education and leadership. Under the leadership of our Youth Advisory Council, 22 young people (11 Onkwehon:we and 11 non-Onkwehon:we) took part in three days of workshops on Six Nations. The workshops were led and conducted by Haudenosaunee knowledge keepers who covered a range of topics. Six months after the completion of the workshops, 18 of the 22 youth participated in one-on-one follow-up interviews. We also conducted community impact interviews with 10 adult community members from Six Nations and Brantford. Through the workshops and interviews, we learned that Nation-specific learning helped to inform non-Onkwehon:we youth about the history of the lands on which they live, granting them access to traditions and ceremonies that resonated with them in both emotional and intellectual ways. Through experiential education and Haudenosaunee leadership, both Onkwehon:we and non-Onkwehon:we youth learned to value the original instructions, build relationships, and address the challenges of decolonization in an increasingly uncertain world

Yehyatonhserayenteri: A Haudenosaunee Model for Onkwehon:we (Indigenous) Education

Focusing on Onkwehon:we (Indigenous) ways of knowing, and Haudenosaunee ways of knowing in particular, this article showcases the strengths of Onkwehon:we-led education and leadership. Under the leadership of our Youth Advisory Council, 22 young people (11 Onkwehon:we and 11 non-Onkwehon:we) took part in three days of workshops on Six Nations. The workshops were led and conducted by Haudenosaunee knowledge keepers who covered a range of topics. Six months after the completion of the workshops, 18 of the 22 youth participated in one-on-one follow-up interviews. We also conducted community impact interviews with 10 adult community members from Six Nations and Brantford. Through the workshops and interviews, we learned that Nation-specific learning helped to inform non-Onkwehon:we youth about the history of the lands on which they live, granting them access to traditions and ceremonies that resonated with them in both emotional and intellectual ways. Through experiential education and Haudenosaunee leadership, both Onkwehon:we and non-Onkwehon:we youth learned to value the original instructions, build relationships, and address the challenges of decolonization in an increasingly uncertain world

Educating women for the future, a cohort analysis of professional women and their attitudes toward retirement

grantor: University of TorontoThis study investigated the differences that exist between four different cohorts of professional women born between the years 1931-1945, 1946-1955, 1956-1965, 1966-1973, in their attitudes toward retirement, presence of children, employment status, retirement income security, and retirement planning knowledge. A sample of 320 was drawn from four cities in Ontario including, Windsor, London, Toronto and North Bay. Respondents were asked to complete a 65 item questionnaire, and were asked questions about whether or not they were financially prepared for retirement, and how much they liked the idea of retirement. Differences between the cohorts were examined. Distinctions were also analyzed for those with or with or without children, marital status, those with or without changes in marital status, income, and education. Using Multivariate Analysis of variance it was found that significant differences only existed for cohort group and those with or without children in employment status. Marital status showed distinctions in retirement planning knowledge. Between women with or without changes in marital status, differences were displayed in retirement attitudes, retirement income security, and retirement planning knowledge. Conclusions were that young women, following in the footsteps of older women, would continue to have intermittent work careers and financial problems in retirement if they experienced a change in marital status. Solutions to this problem included education in communities through women, s groups, and government legislation in companies to allow short, unpaid work leaves.Ph.D

PROFESSIONAL WOMEN AND THEIR ATTITUDES TOWARD RETIREMENT

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