Resume

• 2008

  Doctor of Philosophy (Ph.D.)

  Language and Literacy

  University of Alberta

  Elementary Education

• 2000

  Master's Degree

  Thesis: Metis Teachers: Identity and Culture in the Classroom

  Curriculum and Instruction

  University of Saskatchewan

• 1997

  Greater Saskatoon Catholic Schools

  University of Saskatchewan

  Government of Alberta

  University of Regina

  First Nations

  Métis and Inuit Education Division

  Alberta Education

  First Nation

  Metis

  and Inuit Language Development\nMathematics

  Arts and Communication Branch\nPrograms of Study and Resources Sector\nEducation Program Standards and Assessment\nAlberta Education

  Team Leader

  FNMI Languages

  Edmonton

  Canada Area

  Government of Alberta

  Saskatoon

  Saskatchewan

  Canada

  Curriculum Studies

  Assistant Professor

  University of Saskatchewan

  Saskatoon

  Saskatchewan

  Teacher-Librarian

  Greater Saskatoon Catholic Schools

  Regina

  SK

  Indigenous Education\nEducational Core Studies\nLanguage and Literacy Research

  Assistant Professor

  University of Regina

  Saskatoon

  Curriculum planning and assessment\nLiteracy and Children's literature\nReading and Writing Instruction

  Faculty Member

  SUNTEP Gabriel Dumont Institute

  Edmonton

  AB

  Led a team of highly educated individuals to ensure provincial curriculum included First Nations

  Métis and Inuit ways of knowing

  perspectives

  experiences

  cultures

  languages

  and histories

  as well the legacy of residential schools. Developed Education for Reconciliation to work in partnership with education stakeholders in the pursuit of shifting thinking and attitudes to build inter-cultural understanding and improved relationships.

  Director of Curriculum

  First Nations

  Métis and Inuit Education Division

  Alberta Education

• 1993

  Bachelor's Degree

  SUNTEP

  Elementary Education and Teaching

  University of Saskatchewan - Gabriel Dumont Institute of Native Studies and Applied Research

• MĂŠtis teacher

  identity

  culture and the classroom

  Author: Maclean

  Melanie Abstract: This thesis is a study of Métis teacher practice. Teacher practice evolves from experiences that teachers had as students. In a hegemonic educational system

  certain practices are more valued than others. Minority teachers have been schooled in this same hegemony.

  Author: Maclean

  Melanie Abstract: This thesis is a study of MĂŠtis teacher practice. Teacher practice evolves from experiences that teachers had as students. In a hegemonic educational system

  certain practices are more valued than others. Minority teachers have been schooled in this same hegemony.

  Métis teacher

  identity

  culture and the classroom

  Instructional Technology

  Educational Leadership

  Research

  Teaching

  Student Affairs

  Educational Technology

  Program Development

  Distance Learning

  Classroom

  Higher Education

  Instructional Design

  Curriculum Development

  Public Speaking

  Curriculum Design

  E-Learning

  University Teaching

  Staff Development

  Literacy

  Literacy and Language Specialist

  Adult Education

  When Aboriginal and Metis Teachers use Storytelling as an Instructional Practice

  Dr. Linda Wason-Ellam

  When Aboriginal and Metis Teachers use Storytelling as an Instructional Practice

  Brice

  SUNTEP Gabriel Dumont Institute