Brooks, C.M., Daschuka, M.D., Poudrerea, J., & Almond, N. (2015). First Nations Youth Redefine Resilience: Listening to artistic
productions of ‘Thug Life’ and hip-hop, Journal of Youth Studies, 18 (6), pp. 706–725.
Correctional Service of Canada. (2018). http://www.csc-scc.gc.ca/aboriginal/002003-3000-eng.shtml
Correctional Service of Canada. (2016). http://www.csc-scc.gc.ca/aboriginal/002003-2000-eng.shtml
Hatt, B. (2007). Street Smarts vs. Book Smarts: The figured world of smartness in the lives of marginalized, urban youth,The Urban Review, 39 (2), pp. 145 – 1.
Hann, R.G., &Harman, W.G. (1993). Predicting Release Risk for Aboriginal Penitentiary Inmates. User Report 1993-12. Ottawa: Solicitor General Canada.
Hill Lamont, M. (2013). Schooling Hip- Hop: Expanding Hip- Hop Based Education Across the
Curriculum. New York: Teachers College Press.
Johnston, J.C. (1994). Northern aboriginal offenders in federal custody: A profile (Report R-36). Ottawa: Correctional Service of Canada.
Johnston, J.C. (1997). Aboriginal Offender Survey: Case Files and Interview Sample (Report R-61). Ottawa: Correctional Service of Canada.
Lessard's, S., & Caine, V. (2015). A Narrative Inquiry into Familial and School Curriculum making: Attending to multiple worlds of Aboriginal youth and families, Journal of Youth Studies, 18 (2), pp. 197–214.
Pardue, D. (2004). ‘Writing in the Margins’: Brazilian Hip-Hop as an Educational Project. AEQ, 35 (4): 411 – 432.
Sampson, A., & S. Themelis (2009). Working in the Community with Young People Who Offend, Journal of Youth Studies, 12 (2): 121 – 137.
Wabano. (2018). http://wabano.com.
Welsh, A., & Ogloff, J. R. P. (2000). Full parole and the aboriginal experience: Accounting for the racial discrepancies in release rates. Canadian Journal of Criminology, 42(4), 469-491.
productions of ‘Thug Life’ and hip-hop, Journal of Youth Studies, 18 (6), pp. 706–725.
Correctional Service of Canada. (2018). http://www.csc-scc.gc.ca/aboriginal/002003-3000-eng.shtml
Correctional Service of Canada. (2016). http://www.csc-scc.gc.ca/aboriginal/002003-2000-eng.shtml
Hatt, B. (2007). Street Smarts vs. Book Smarts: The figured world of smartness in the lives of marginalized, urban youth,The Urban Review, 39 (2), pp. 145 – 1.
Hann, R.G., &Harman, W.G. (1993). Predicting Release Risk for Aboriginal Penitentiary Inmates. User Report 1993-12. Ottawa: Solicitor General Canada.
Hill Lamont, M. (2013). Schooling Hip- Hop: Expanding Hip- Hop Based Education Across the
Curriculum. New York: Teachers College Press.
Johnston, J.C. (1994). Northern aboriginal offenders in federal custody: A profile (Report R-36). Ottawa: Correctional Service of Canada.
Johnston, J.C. (1997). Aboriginal Offender Survey: Case Files and Interview Sample (Report R-61). Ottawa: Correctional Service of Canada.
Lessard's, S., & Caine, V. (2015). A Narrative Inquiry into Familial and School Curriculum making: Attending to multiple worlds of Aboriginal youth and families, Journal of Youth Studies, 18 (2), pp. 197–214.
Pardue, D. (2004). ‘Writing in the Margins’: Brazilian Hip-Hop as an Educational Project. AEQ, 35 (4): 411 – 432.
Sampson, A., & S. Themelis (2009). Working in the Community with Young People Who Offend, Journal of Youth Studies, 12 (2): 121 – 137.
Wabano. (2018). http://wabano.com.
Welsh, A., & Ogloff, J. R. P. (2000). Full parole and the aboriginal experience: Accounting for the racial discrepancies in release rates. Canadian Journal of Criminology, 42(4), 469-491.