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Drawing on treaties, international law, the work of other Indigenous scholars, and especially personal experiences, Marie Battiste documents the nature of Eurocentric models of education, and their devastating impacts on Indigenous knowledge. Chronicling the negative consequences of forced assimilation, racism inherent to colonial systems of education, and the failure of current educational policies for Aboriginal populations, Battiste proposes a new model of education, arguing the preservation of Aboriginal knowledge is an Aboriginal right. Central to this process is the repositioning of Indigenous humanities, sciences, and languages as vital fields of knowledge, revitalizing a knowledge system which incorporates both Indigenous and Eurocentric thinking.
Indigenizing Education by Jeremy Garcia,Valerie Shirley,Hollie Anderson Kulago Pdf
Indigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building. The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.
Decolonizing and Indigenizing Education in Canada by Dr. Sheila Cote-Meek,Dr. Taima Moeke-Pickering Pdf
Decolonizing and Indigenizing Education in Canada thinks boldly about how to make space for Indigenous knowledges and have an honest discourse on truth and reconciliation. By engaging with Indigenous epistemologies and strategies, the contributors navigate the complexities of the decolonization and indigenization of post-secondary institutions. What is needed in this field is less theorizing and more action: the contributors offer practical steps on how one might positively transform the Canadian academy. Through this lens of action-based solutions, each of the fifteen chapters advances critical scholarship on issues of pedagogy, curriculum, shifting power dynamics, and challenging Eurocentric perspectives in higher education. With contributions from both Indigenous and non-Indigenous academics from across Canada and in varying academic positions, Decolonizing and Indigenizing Education in Canada provides a unique perspective specific to the Canadian education system. Featuring discussion questions, further reading lists, and practical examples of how to engage in decolonization work within the academy, this text is an essential resource for students and scholars studying Indigenous knowledges, education and pedagogies, and curriculum studies.
Indigenizing the Academy by Devon Abbott Mihesuah,Angela Cavender Wilson Pdf
Native American scholars reflect on issues related to academic study by students drawn from the indigenous peoples of America. Topics range from problems of racism and ethnic fraud in academic hiring to how indigenous values and perspectives can be integrated into research methodologies and interpretive theories.
Promising Practices in Indigenous Teacher Education by Paul Whitinui,Carmen Rodriguez de France,Onowa McIvor Pdf
This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent. However, despite a growing cadre of indigenous peoples working in teacher education, there is still a noticeable gap between the uptake of what is being taught in conventional teacher education programs, and how this translates to what we see student teachers doing in the classroom. The often tricky and complex nature of indigenous teacher education programming also means that there are multiple realities, approaches and pathways that require greater communication, collaboration, and cooperation. The very nature of this complexity, the book suggests, requires a strength-based and future-focused approach built on trust, integrity, courage and respect for indigeneity, as well as an understanding of what it means to be indigenous. The examples and experiences presented identify a number of promising practices that work well in current indigenous teacher education programs and beyond. By promoting a greater appreciation for the inclusion of culturally relevant practices in teacher education, the book aims to breathe new life into the hopes, dreams, and aspirations of indigenous teacher education programs moving forward.
In Colonized Classrooms, Sheila Cote-Meek discusses how Aboriginal students confront narratives of colonial violence in the postsecondary classroom, while they are, at the same time, living and experiencing colonial violence on a daily basis. Basing her analysis on interviews with Aboriginal students, teachers and Elders, Cote-Meek deftly illustrates how colonization and its violence are not a distant experience, but one that is being negotiated every day in universities and colleges across Canada.
Teaching Each Other by Linda M. Goulet,Keith N. Goulet Pdf
In recent decades, educators have been seeking ways to improve outcomes for Indigenous students. Yet most Indigenous education still takes place within a theoretical framework based in Eurocentric thought. In Teaching Each Other, Linda Goulet and Keith Goulet provide an alternative framework for teachers working with Indigenous students – one that moves beyond acknowledging Indigenous culture to one that actually strengthens Indigenous identity. Drawing on Nehinuw (Cree) concepts such as kiskinaumatowin, or “teaching each other,” Goulet and Goulet provide a new approach to teaching Indigenous students. Kiskinaumatowin transforms the normally hierarchical teacher-student relationship by making students and teachers equitable partners in education. Enriched with the success stories of educators who are applying Nehinuw concepts in Saskatchewan, Canada, this book demonstrates how this framework works in practice. The result is an alternative teaching model that can be used by teachers anywhere who want to engage with students whose culture may be different from the mainstream.
Learning and Teaching Together by Michele TD Tanaka Pdf
Across Canada, teachers unfamiliar with Aboriginal approaches to learning are seeking ways to respectfully weave Aboriginal content into their lessons. This book introduces an indigenist approach to education. It recounts how pre-service teachers immersed in a crosscultural course in British Columbia began to practise Indigenous ways of knowing. Working alongside Indigenous wisdom keepers, they transformed earth fibres into a mural and, in the process, their own ideas about learning and teaching. By revealing how they worked to integrate Indigenous ways of knowing into their practice, this book opens a path for teachers to nurture indigenist crosscultural understanding in their classrooms.
Indigenizing the Classroom by Anna M. Brígido Corachán Pdf
In the past four decades Native American/First Nations Literature has emerged as a literary and academic field and it is now read, taught, and theorized in many educational settings outside the United States and Canada. Native American and First Nations authors have also broadened their themes and readership by exploring transnational contexts and foreign realities, and through translation into major and minor languages, thus establishing creative networks with other literary communities around the world. However, when their texts are taught abroad, the perpetuation of Indian stereotypes, mystifications, and misconceptions is still a major issue that non-Native readers, students, and teachers continue to struggle with. To counter such distorted representations and neo/colonialist readings, this book presents a strategic selection of critical case studies that set specific texts within cross-cultural contexts wherein Native-based methodologies and key concepts are placed at the center of the reading practice. The challenging role of teachers and researchers as potential intermediaries and responsible disseminators of what Gayatri C. Spivak calls “transnational literacy” as well as the reception of Native North American works, contexts, and themes by international readers thus becomes a primary focus of attention. This volume provides a set of critical analyses and practical resources that may enable teachers outside the United States and Canada to incorporate Native American/First Nations literature and related cultural and historical texts into their teaching practices and current research interests in a creative, decolonizing, and responsible manner.
Culturally Responsive Pedagogy by Fatima Pirbhai-Illich,Shauneen Pete,Fran Martin Pdf
This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers and researchers in the field of education; teacher educators; and pre- and in-service teachers.
This book proposes a new pedagogy for addressing Aboriginal subject material, shifting the focus from an essentializing or “othering” exploration of the attributes of Aboriginal peoples to a focus on historical experiences that inform our understanding of contemporary relationships between Aboriginal and non-Aboriginal peoples. Reflecting on the process of writing a series of stories, Dion takes up questions of (re)presenting the lived experiences of Aboriginal people in the service of pedagogy. Investigating what happened when the stories were taken up in history classrooms, she illustrates how our investments in particular identities structure how we hear and what we are “willing to know.”
Teaching Truly offers K-16 teachers course-specific guidelines for indigenizing mainstream education. Each chapter first exposes educational hegemony, including that existing within the new «common core standards», and then offers alternative, time-tested perspectives and exercises to counter and/or counter-balance such hegemony.
Indigenizing Education by Alison Sammel,Susan Whatman,Levon Blue Pdf
This book provides invaluable guidance for community, school and university-based educators who are evaluating their educational philosophies and practices to support Indigenizing education. The examples from Australia and Canada shared in this book illustrate how Indigenous and non-Indigenous educators have worked together to Indigenize their educational practices, showcasing community empowerment and reconciliation agendas. It also enables beginning educators to gain a meaningful and critical understanding of what Indigenizing education can mean in their own future practice.
Indigeneity and Decolonial Resistance by George J. Sefa Dei,Cristina Jaimungal Pdf
2019 SPE Outstanding Book Award Honorable Mention To be able to promote effective anti-colonial and decolonial education, it is imperative that educators employ indigenous epistemologies that seek to threaten, replace and reimagine colonial thinking and practice. Indigeneity and Decolonial Resistance hopes to contribute to the search for a more radical decolonial education and practice that allows for the coexistence of, and conversation among, “multiple-epistemes.” The book approaches the topics from three perspectives: • the thought that our epistemological frameworks must consider the body of the knowledge producer, place, history, politics and contexts within which knowledge is produced, • that the anti-colonial is intimately connected to decolonization, and by extension, decolonization cannot happen solely through Western science scholarship, and • that the complex problems and challenges facing the world today defy universalist solutions, but can still be remedied. Indigeneity and Decolonial Resistance is an excellent text for use in a variety of upper-division undergraduate and graduate classrooms. It is also a valuable addition to the libraries of writers and researchers interested in indigenous studies and decolonialism. Perfect for courses such as: Anti-Colonial Thought, Indigenous Knowledges, and Decolonization, Education, Social Development, and Social Justice Research in Education, Race, Indigeneity, and the Colonial Politics of Recognition, Marginality and the Politics of Resistance, Indigenous Settler Relations Issues for Teachers, Education Leadership, Reform, and Curriculum Innovation, Leadership in Social-Change Organizations, Adaptive Leadership: Power, Identity, and Social Change, Equity & Anti-Oppression in Practice and the Promise of Diversity: Addressing Race and Power in Education Settings, Strategies and Policies for Narrowing Racial Achievement, and Major Concepts and Issues in Education.
Decolonizing Social Work by Mel Gray,John Coates,Michael Yellow Bird,Tiani Hetherington Pdf
Riding on the success of Indigenous Social Work Around the World, this book provides case studies to further scholarship on decolonization, a major analytical and activist paradigm among many of the world’s Indigenous Peoples, including educators, tribal leaders, activists, scholars, politicians, and citizens at the grassroots level. Decolonization seeks to weaken the effects of colonialism and create opportunities to promote traditional practices in contemporary settings. Establishing language and cultural programs; honouring land claims, teaching Indigenous history, science, and ways of knowing; self-esteem programs, celebrating ceremonies, restoring traditional parenting approaches, tribal rites of passage, traditional foods, and helping and healing using tribal approaches are central to decolonization. These insights are brought to the arena of international social work still dominated by western-based approaches. Decolonization draws attention to the effects of globalization and the universalization of education, methods of practice, and international ’development’ that fail to embrace and recognize local knowledges and methods. In this volume, Indigenous and non-Indigenous social work scholars examine local cultures, beliefs, values, and practices as central to decolonization. Supported by a growing interest in spirituality and ecological awareness in international social work, they interrogate trends, issues, and debates in Indigenous social work theory, practice methods, and education models including a section on Indigenous research approaches. The diversity of perspectives, decolonizing methodologies, and the shared struggle to provide effective professional social work interventions is reflected in the international nature of the subject matter and in the mix of contributors who write from their contexts in different countries and cultures, including Australia, Canada, Cuba, Japan, Jordan, Mexico, New Zealand, South Africa, and the USA.