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INDIGENOUS SYMPOSIUM SEMINAR (1.5 credit hours)
Faculty: Danny Zanny Zacharias and Terry LeBlanc


MAIS


MLDR 561/562


MTS


INTD IS15


MA-INCD


INCD 7823

In order to foster deeper relationship, more effective academic engagement, and an overall greater involvement within the NAIITS community, students are required to attend two symposia as they progress through their studies. They will be required to participate in the concurrent seminar and complete required assignments. Students will only register for the course at the time of their second Symposium following which, grades assigned to first and second Symposium work will be recorded. Format: Students will register for the Symposium as well as the course and will attend all sessions.
Schedule of class meetings and assignments will be provided.
INDIGENOUS PRACTICE OF ANDRAGOGY (3 credit hours)
Faculty: Terry LeBlanc


MAIS


CHTH 557


MTS


CHED IS13


MA-INCD


INCD 7733

Andragogy is the study of methods, epistemologies, philosophies and contextual understandings of education that pertain to and enhance an adult-focused learning environment. This course will introduce the student to andragogical method as a theological framework and a contextual teaching practice, exploring the theological, philosophical and pragmatic underpinnings of teaching. The course will also introduce the student to a variety of strategies to advance their development as a teacher.
Format: 4 hours of class each of five days + two 4 hours classes sometimes in June or July and one 2 hour reflection/evaluation session before August 15th.
INDIGENOUS LEADERSHIP DEVELOPMENT (3 credit hours)
Faculty: Patricia Courtenay


MAIS


MLDR 520


MTS


LEAD IS10


MA-INCD


INCD 5533

This seminar course will introduce students to concepts of leadership, organizational change theory, and skills required to lead organizations and communities in the context of changing demographics. The emerging practice of diversity as central to leadership theory and practice, the holistic nature of diversity, social justice within a diverse society, and the role these have in contributing to effective and appropriate leadership will be explored to gain an informed understanding. Reflection on multicultural, and intercultural perspectives and partnerships, especially, those between indigenous Peoples and Western culture is a focal aspect of this course. Leaders require knowledge, skill and attributes that support inclusion and promotion unity.
Format: 4 hours of class each of five days + two 4 hours classes sometimes in June or July and one 2 hour reflection/evaluation session before August 15th.
CULTURES AND SYSTEMS CHNAGE (3 credit hours)
Faculty: Julene Pommert


MAIS


MLDR 520


MTS


LEAD IS10


MA-INCD


INCD 5533

The experience of Christianity has been culturally devastating for Indigenous peoples. Through exploring the process of decolonization and indigenization, this course will examine how Indigenous people live a biblically-informed Christian faith in the context of Indigenous cultures. Jesus, as a change master in a complex cultural system, is the model for guiding effective and lasting change. This course utilizes perspectives and tools for interpreting and guiding a cultural system towards deep change. Insights from various disciplines, such as anthropology, social psychology, and organizational science, will stimulate the exegesis of culture in fresh ways.
Format: 4 hours of class each of five days + two 4 hours classes sometimes in June or July and one 2 hour reflection/evaluation session before August 15th.
COLONIZATION and DECOLONIZATION Directed Reading and Research (3 credit hours)
Faculty: Marcelo Vargas


MAIS


CHTH 554


MTS


INTD IS22


MA-INCD


INCD 7623

This course on contemporary theories regarding colonization and decolonization emerging out of Indigenous studies, critical ethnics studies, and post colonialism studies. Attention is paid to the relationship between race, and gender. Students will explore how these theories intersect with Christian theologies and spiritual practice. This course will consider the critiques made by Indigenous and postcolonial scholars of the methodological approaches used in the humanities and social science of their complicity in colonialism. It will examine various attempts to “decolonize” methodology and to construct Indigenous and postcolonial methodological approaches to nicety and community. Students will work to develop their own philosophical and methodological approaches to decolonization.
Format: Directed Reading and Research.
FIELD PLACEMENT (3 credit hours)
Faculty: Dave Skene


MAIS


MLDR 575


MTS


-----


MA-INCD


INCD 6513

The purpose of field placement is to provide the student with the opportunity to practice and integrate knowledge and skills, including the development of a personal ministry/work philosophy and identity in the field of their interest. Students are helped to integrate classroom and textbook learning with real life practice activities. Placements are in community or institutional settings where you have a direct involvement with individuals, communities and families, related to your ministry focus, as well as addressing social justice issues through community development practices.

Honoured to be a candidate for accreditation by:

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NAIITS - An Indigenous Learning Community
NAIITS An Indigenous Learning Community (formerly the North American Institute for Indigenous Theological Studies) is one of two members of Indigenous Pathways (IP), a nonsectarian, non-profit organization dedicated to working together with the Indigenous community NAIITS’ focus within IP is the development and articulation of Indigenous perspectives in theology and practice. We encourage Indigenous learning styles and world views in our instruction as we facilitate the development of a body of work addressing biblical, theological, and ethical issues from Indigenous perspectives. NAIITS currently has five program partnerships offering graduate, and post-graduate degree or award programs.
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