Welcome Indigenous Education Programs!

Land-based education is in demand within both Indigenous and non-Indigenous communities. Within this book Dr. Michell introduces basic elements of Land-based Education from an Indigenous perspective with a focus on the Woodlands Cree. Herman discusses four curriculum orientations (Positivist, Constructivist, Critical, and Post-Modern) that are connected to environment-related education so that educators have a springboard from which to ground their practice. Two Indigenous land-based educators, one male and one female, share their experiences and insights. Dr. Michell then discusses Land-based Education in terms of the Woodlands Cree Seasonal Cycle.

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A close examination of the lives of marginalized young people in schools. Essays by scholars and educators provide international insights grounded in educational and community practice and policy.

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Featuring original chapters by authors at the forefront of theorizing, practice, research, and activism, this volume helps define and imagine the exciting interstices between Indigenous and decolonizing studies and education. Each chapter forwards Indigenous principles – such as Land as literacy and water as life – that are grounded in place-specific efforts of creating Indigenous universities and schools, community organizing and social movements, trans and Two Spirit practices, refusals of state policies, and land-based and water-based pedagogies.

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Bringing together Indigenous and settler scholars and activists, Unsettling Education considers how educatos can reconcile and transcend ongoing settler colonialism. This edited collection examines unsettling as an emerging field of study that calls for disrupting the colonial reality through actions in our everyday lives. Reflecting on how the concepts of Indiginization, unsettling, and decolonization overlap and intersect in practical and theoretical ways, the contributors emphasize how collective work can confront historical and contemporary dispossession and help build more equitable communities for all.

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During an armed conflict or period of gross human rights violations, the first priority is a cessation of violence. For the cease-fire to be more than a lull in hostilities and atrocities, however, it must be accompanied by a plan for political transition and social reconstruction. Essential to this long-term reconciliation process is education reform that teaches future generations information repressed under dictatorial regimes and offers new representations of former enemies.

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Through critical engagement with each contributor’s work, experienced educators Christine M’Lot and Katya Adamov Ferguson support readers in connecting with Indigenous narratives and perspectives, bringing Indigenous works into the classroom, and creating more equitable and sustainable teaching practices. In this resource, you will find: diverse Indigenous voices, perspectives, and art forms from a variety of nations and locations; valuable concepts and methods that can be applied to the classroom and beyond; [and] practical action steps and resources for educators, parents, librarians, and administrators. Use this book as a springboard for your own learning journey or as a lively prompt for dialogue within your professional learning community.

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The inspiration for this project was to support and build upon a regional dialogue that would leadto further strategies and clear commitments from all educators as we work to serve each learner,families, and communities. With a spirit of collaboration, a commitment to transformation, and an”If not here, where?” mindset, we approached Director Ted Cadwallader of the British Columbia Ministry of Education to share our School District 85 (Vancouver Island North) aspirations. Shortly thereafter, the vision and partnership was expanded to include four other school districts to host focus sessions on Aboriginal Worldviews and Perspectives in the Classroom.

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The volume is organized into five subject areas: Position, the necessity of considering where you come from and who you are; Imagining Beyond Images and Myths, a history and critique of circulating images of Indigenousness; Debating Indigenous Literary Approaches; Contemporary Concerns, a consideration of relevant issues; and finally Classroom Considerations, pedagogical concerns particular to the field. Each section is introduced by an essay that orients the reader and provides ideological context. While anthologies of literary criticism have focused on specific issues related to this burgeoning field, this volume is the first to offer comprehensive perspectives on the subject.

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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 these students 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.

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This book is for all teachers that are looking for ways to respectfully infuse residential school history, treaty education, Indigenous contributions, First Nation/Métis/Inuit perspectives and sacred circle teachings into their subjects and courses. The author presents a culturally relevant and holistic approach that facilitates relationship building and promotes ways to engage in reconciliation activities.

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Indigenous oral narratives are an important source for, and component of, Coast Salish knowledge systems. Stories are not only to be recounted and passed down; they are also intended as tools for teaching. Jo-ann Archibald worked closely with Elders and storytellers, who shared both traditional and personal life-experience stories, in order to develop ways of bringing storytelling into educational contexts.

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