Dr. Trudy Cardinal is a Cree/Metis educator from Northern Alberta. As a former Elementary School teacher of 13 years, a mother, a grandmother, an aunty, and an Indigenous scholar she is dedicated to continuing to deepen understanding of the educational experiences of First Nations, Metis & Inuit children, youth and families. Her current research is an inquiry into former teacher education students' thinking in regards to the possibilities relational pedagogies and Indigenous ways of being and knowing create for shifting how schooling attends to literacy, particularly literacy in an Indigenous context.
Ph.D. 2014 - Department of Elementary Education, University of Alberta
Co-Supervisors: Dr. D. J. Clandinin / Dr. Vera Caine
Dissertation Title: Composing Lives: A Narrative Inquiry Into Aboriginal Youth and Families’ Stories to Live By
M.Ed. 2010 - Department of Educational Policy Studies, University of Alberta - Indigenous Peoples Education
Supervisors: Dr. M. Stewart-Harawira & Dr. D. J. Clandinin
Thesis Title: For All My Relations – An Autobiographical Narrative Inquiry into the Lived Experiences of One Aboriginal Graduate Student
Committee: Dr. V. Caine & Dr. R. Wimmer
B.Ed. 1995 - Department of Elementary Education, University of Alberta
With Distinction - Language Arts Focus
Trudy Cardinal’s research lends itself to: Identity negotiations of Aboriginal children, youth and families in and out of schools, narrative inquiry, Indigenous research, and teacher education.
Prerequisite: consent of Department. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.
The required capping exercise for the course-based MEd program will consist of a presentation based on one piece of work that students select from their course assignments completed during the MEd program. The piece of work and type of presentation is chosen in consultation with their advisor according to departmental guidelines. Students will register in this course in the final term of their coursework.
Cardinal, T., & Fenichel, S. (2017). Indigenous education, relational pedagogy, and autobiographical narrative inquiry: A reflective journey of teaching teachers. In V. Ross, E. Chan, & Keyes, Dixie (Eds.), Crossroads of the classroom: Narrative intersections of teacher knowledge and the subject matter. United Kingdom: Emerald.
Cardinal, T. (2016 ). Literature as sites of Cross-cultural Miscommunication. Alberta Voices: English Language Arts Council of the Alberta Teachers’ Association. (13) 1. 27-29.
Cardinal, T. (2015). Mosoms and Moccasins... Literacy in an Indigenous Context. Canadian Social Studies, 48(1), 1-7.
Cardinal, T, Lambert, L, & Lamouche, S (2015). Living the Good Life: A Conversation about Well-being, Education, and Culture. Paideusis: The Journal of the Canadian Philosophy of Education Society, 22 (2), 8-22. (URL: http://journals.sfu.ca/paideusis/index.php/paideusis /article/view/419)
Lange, E. A., Chovanec, D. M., Cardinal, T., Kajner, T., & Smith Acuna, N. (2015, June). Wounded Learners: Symbolic Violence, Educational Justice, and Re-Engagement of Low-Income Adults. cjsae: The Canadian Journal for the Study of Adult Education, 27 (3), 82-104.
Cardinal, T. (2013). Stepping stones or saving story. In Clandinin, D. J., Engaging in Narrative Inquiry, pp 177-189. Walnut Creek CA: Left coast press Inc. (Reprinted from LEARNing Landscapes (4)2, 79-91. Cardinal, T., 2011)
Cardinal, T. (2011). Stepping Stone or Saving Story? LEARNing Landscapes (4)2, 79-91.