Hogue, Michelle
Coordinator
Indigenous Student Success Certificate (ISSC)
- Phone
- (403) 329-2088
- michelle.hogue@uleth.ca
Faculty
- Phone
- (403) 329-2088
About Me
I am passionate about enabling Indigenous academic success through early engagement and retention in ways that bridge cultures and attend to Indigenous ways of knowing and learning (IWKL). My work explores enabling engagement, retention and success through integrated and inter-related methodological approaches that are inclusive of culture. As such, my teaching and research focus on building bridges between Indigenous and Western ways of knowing and learning using culturally relevant and innovative methodological approaches that blend required curricular and institutional demands with methodological teaching and learning practices such as hands-on-practical and applied learning, project-based learning, narrative, drama and music. A specific area of focus in my work is in Indigenous engagement and success in the sciences and mathematics. My work embeds my philosophy of Bridging Cultures: Two-Eyed Seeing for Both Ways Knowing to enable Indigenous academic success which is built on my formula C4-R4. C4 = Co-leaning, Co-designing , Co-creating and Co-sharing which requires R4 = Relationship, Respect, Responsibility & Reciprocity.
Biography
Dr Michelle Hogue's locally, nationally and internationally recognized teaching and research focus on building bridges between Indigenous and Western ways of knowing and learning. She uses culturally relevant and innovative methodological approaches that blend required curricular and institutional demands with methodological teaching and learning practices that attend to Indigenous Ways of Knowing and Learning. Her research explores best practices in Canada, Australia and New Zealand to develop an inclusive, culturally responsive teaching practice and curricula through the philosophy of Bridging Cultures: Two-Eyed Seeing for Both Ways Knowing to enable Indigenous engagment, retention and academic success broadly and with a passionate focus in the sciences and mathematics.
Publications
Book
Hogue, M. (2018). Dropping the "T" from CAN'T: Enabling Aboriginal post-secondary success in science & mathematics. JCharlton Press, Vernon, BC.
Chapters
Hogue, M. (2021). Academic and STEM success: Pathways to Indigenous sovereignty. In The Routledge Handbook of Critical Indigenous Studies (B. Hokowhitu, A. Moreton-Robinson, L.Tuhiwai-Smith, C. Andersen & S. Larkin Eds). p. 566-577. New York: Routledge.
Hogue, M. (2019). Approaches to Indigenous education in Canada: The journey. In Encyclopedia of educational philosophy and theory. M. Peters (ed). Springer Publishers: Singapore.
https://doi.org/10.1007/978-981-287-532-7_652-1
Hogue, M. (2019). Indigenous science and mathematics in the 21st Century. Encyclopedia of educational philosophy and theory. M. Peters (ed). Springer Publishers: Singapore. https://doi.org/10.1007/978-981-287-532-7_644-1
Hogue, M.M. & Forrest, J. (2019). Bridging cultures over-under: A unique collaboration between two Indigenous academic enabling programs in Canada and Australia in Transitioning students in higher education: Philosophy, pedagogy and Practice. A. Jones, A. Olds, & J. Lisciandro (eds). New York: Routledge.
Journal Articles
Michie, M., Rioux, J., & Hogue, M. (2021). Incorporating Both Ways thinking about time into the tscience curriculum. Teaching Science, 67(1), p. 36-43.
Hogue, M. (2019). Two-eyed seeing for both ways Knowing: Using digital technology to create liminal spaces for Indigenous STEM success. Discussions on University Science Teaching: Proceeding of the Western Conference on Science Education, Vol. II (1), Spring 2019. https://ojs.lib.uwo.ca/index.php/wcsedust/issue/view/937.
Rioux, J., Michie, M., Hogue, M. & Fisher, R. (2019). Place-based mathematics and Projection Augmented Landscape Models (PALM) on the Tiwi Islands: Building Powerful Aboriginal Hypothetical Learning Trajectory. In G. Hine, S. Blackley, & A. Cooke (Eds.). Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia) pp. 588-595. Perth: MERGA.
Hogue, M.* & Forrest, J. (2018). Bridging cultures over-under: Digital navigation to create liminal spaces of possibility. Canadian Journal of Family and Youth/Le Journal Canadien de Famille et de la Jeunesse, 10(2), 67-84.
thttps://journals.library.ualberta.ca/cjfy/index.php/cjfy/article/view/29390
Michie, M., Hogue, M., & Rioux, J. (2018). The application of Both-Ways and Two-Eyed Seeing pedagogy: Reflections on teaching science to post-secondary Indigenous students. Research in Science Education, 48(6), 1205-1220.
Hogue, M. (2016). Aboriginal ways of knowing, the 21st Century learner and STEM success. in education, 22(1), 161-172.
Hogue, M. (2014). Let's do it first and talk about it later: Rethinking post-secondary science education for Aboriginal learners. in education, 19(3), Spring 2014, Special Issue, Part I: Indigenous Education, 137-151.
Hogue, M. & Bartlett, C. (2014). Two-eyed seeing: Creating a new liminal space in education. Education Canada, 54 (3), 25-27.
Hogue, M. (2012). Inter-connecting Aboriginal and Western paradigms in
post-secondary science education: An action research approach. Journal of the Canadian Association of Curriculum Studies, 10(1), 77-114.
http://pi.library.yorku.ca/ojs/index.php/jcacs/article/view/34441
t
Hogue, M. (2018). Dropping the "T" from CAN'T: Enabling Aboriginal post-secondary success in science & mathematics. JCharlton Press, Vernon, BC.
Chapters
Hogue, M. (2021). Academic and STEM success: Pathways to Indigenous sovereignty. In The Routledge Handbook of Critical Indigenous Studies (B. Hokowhitu, A. Moreton-Robinson, L.Tuhiwai-Smith, C. Andersen & S. Larkin Eds). p. 566-577. New York: Routledge.
Hogue, M. (2019). Approaches to Indigenous education in Canada: The journey. In Encyclopedia of educational philosophy and theory. M. Peters (ed). Springer Publishers: Singapore.
https://doi.org/10.1007/978-981-287-532-7_652-1
Hogue, M. (2019). Indigenous science and mathematics in the 21st Century. Encyclopedia of educational philosophy and theory. M. Peters (ed). Springer Publishers: Singapore. https://doi.org/10.1007/978-981-287-532-7_644-1
Hogue, M.M. & Forrest, J. (2019). Bridging cultures over-under: A unique collaboration between two Indigenous academic enabling programs in Canada and Australia in Transitioning students in higher education: Philosophy, pedagogy and Practice. A. Jones, A. Olds, & J. Lisciandro (eds). New York: Routledge.
Journal Articles
Michie, M., Rioux, J., & Hogue, M. (2021). Incorporating Both Ways thinking about time into the tscience curriculum. Teaching Science, 67(1), p. 36-43.
Hogue, M. (2019). Two-eyed seeing for both ways Knowing: Using digital technology to create liminal spaces for Indigenous STEM success. Discussions on University Science Teaching: Proceeding of the Western Conference on Science Education, Vol. II (1), Spring 2019. https://ojs.lib.uwo.ca/index.php/wcsedust/issue/view/937.
Rioux, J., Michie, M., Hogue, M. & Fisher, R. (2019). Place-based mathematics and Projection Augmented Landscape Models (PALM) on the Tiwi Islands: Building Powerful Aboriginal Hypothetical Learning Trajectory. In G. Hine, S. Blackley, & A. Cooke (Eds.). Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia) pp. 588-595. Perth: MERGA.
Hogue, M.* & Forrest, J. (2018). Bridging cultures over-under: Digital navigation to create liminal spaces of possibility. Canadian Journal of Family and Youth/Le Journal Canadien de Famille et de la Jeunesse, 10(2), 67-84.
thttps://journals.library.ualberta.ca/cjfy/index.php/cjfy/article/view/29390
Michie, M., Hogue, M., & Rioux, J. (2018). The application of Both-Ways and Two-Eyed Seeing pedagogy: Reflections on teaching science to post-secondary Indigenous students. Research in Science Education, 48(6), 1205-1220.
Hogue, M. (2016). Aboriginal ways of knowing, the 21st Century learner and STEM success. in education, 22(1), 161-172.
Hogue, M. (2014). Let's do it first and talk about it later: Rethinking post-secondary science education for Aboriginal learners. in education, 19(3), Spring 2014, Special Issue, Part I: Indigenous Education, 137-151.
Hogue, M. & Bartlett, C. (2014). Two-eyed seeing: Creating a new liminal space in education. Education Canada, 54 (3), 25-27.
Hogue, M. (2012). Inter-connecting Aboriginal and Western paradigms in
post-secondary science education: An action research approach. Journal of the Canadian Association of Curriculum Studies, 10(1), 77-114.
http://pi.library.yorku.ca/ojs/index.php/jcacs/article/view/34441
t
Research Interests
Bridging Indigenous & Western Cultures: Two-eyed Seeing for Both Ways Knowing; Enabling Indigenous post-secondary academic (and STEM) success; Scholarship of Teaching and Learning; Indigenous-Ally relationships; Interdisciplinary studies; Indigenous Ways of Knowing and Learning (IWKL); 21st Century learning; inclusive education; land-based learning; methodological approaches to educational reform.
Creative Works
Hogue, M. Guitton, J. Provost, I. & Toulouse, P. (2018). Truth and Reconciliation in every school: What we know, what we don't know, and what we need to do to move forward respectfully. Session moderator: https://www.youtube.com/watch?v=rYEJzxko7TM&feature=youtu.be&utm_source=EdCan+Network+Newsletters&utm_campaign=d52d011117-Bulletin_ENGLISH_OCTOBER_2018&utm_medium=email&utm_term=0_82bbb8cbfe-d52d011117-447745697
Two-eyed seeing: Inviting Aboriginal learners into science and mathematics. Alumni Friends and Reception, Piikani Nation Secondary School (May 7th, 2015).). http://www.uleth.ca/unews/article/hogue-bridges-aboriginal-and-western-science-education#.VV4I_tLBwXA
Hogue, M. (2014). Taking the "t" off Can't: Enabling Aboriginal Success in Science Through Two-Eyed Seeing. Cape Breton University. (November 12th, 2014).
https://2eyedhealth.wordpress.com/2014/11/26/dr-michelle-hogue-and-culturally-sensitive-work/.
Two-eyed seeing: Inviting Aboriginal learners into science and mathematics. Alumni Friends and Reception, Piikani Nation Secondary School (May 7th, 2015).). http://www.uleth.ca/unews/article/hogue-bridges-aboriginal-and-western-science-education#.VV4I_tLBwXA
Hogue, M. (2014). Taking the "t" off Can't: Enabling Aboriginal Success in Science Through Two-Eyed Seeing. Cape Breton University. (November 12th, 2014).
https://2eyedhealth.wordpress.com/2014/11/26/dr-michelle-hogue-and-culturally-sensitive-work/.