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Mi'kmaq & Indigenous Studies: Bibliography

This guide was created for students, faculty, administrative staff, and our community members.


Akulukjuk, T. & Rassmussen, D. (2009). My father was told to talk to the environment before anything else: Arctic environmental education in the language of the land. In M. McKenzie, P. Hart, H. Bai, & B. Jickling (Eds.), Fields of green: Restorying culture, environment, and education (pp. 285-298). Cresskill: Hampton Press.

Archibald, J. O’um O’um Xiiem. (2008). Indigenous Storywork: Educating the heart, mind, body, and spirit. Vancouver: UBC Press. [E 78 B9 A73 2008]

Barnhardt, R. (2008). Creating a place for Indigenous knowledge in education: The Alaska Native Knowledge Network. In D. Gruenwald & G. Smith (Eds.), Place- based Education in the Global Age: Local diversity (pp. 49-64). New York: Taylor and Francis.

Barnhardt, R. & Kawagley, A. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology and Education Quarterly, 36(1), 8-23. DOI: 10.1525/aeq.2005.36.1.008

Bartlett, C, Marshall, M. & Marshall, A. (2012). Two-eyed seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, 2(4), 331-340. DOI: 10.1007/s13412-012-0086-8

Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Saskatoon: Purich Publishing. [E 96.2 B355 2013]

Battiste, M. (2010). Nourishing the learning spirit: Living our way to new thinking. Education Canada 50(1). Retrieved from

Battiste, M. (2005). You can’t be the global doctor if you’re the colonial disease. In P. Tripp & L. Muzzin (Eds.), Teaching as activism (pp. 121-133). Montreal: McGill Queen’s University Press.  [LC 191 T42 2005]

Bishop, R. (2005). Chapter 5: Kaupapa Maori approach. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research third edition (pp. 109-138). Thousand Oaks: Sage. [H 62 H2455 2005]  

Brant-Castellano, M., Davis, L., & Lahache, L. (2000). Aboriginal education: Fulfilling the promise. Vancouver: UBC Press. [E 96.2 A25 2000]

Cajete, G. (1999). Reclaiming biophilia: Lessons from Indigenous peoples. In G. Smith and D. Williams (Eds.), Ecological education in action: On weaving education, culture and the environment (pp. 180-206). Albany: State University of New York Press. [E-Book]

Calderón, D. (2014). Speaking back to manifest destinies: A Land-based approach to critical curriculum inquiry. Environmental Education Research, 20(1), 24-36. DOI: 10.1080/13504622.2013.865114

Davies, L. (2010). Introduction. In L. Davies (Ed.), Alliances: Re/envisioning Indigenous-non-Indigenous relationships (pp. 1-12). Toronto: University of Toronto Press. [E 77 A55 2010]

Davies and Shpuniarsky, H.(2010). The spirit of relationships: What we have learned about Indigenous-non-Indigenous alliances and coalitions. In L. Davies (Ed), Alliances: Re/ Envisioning Indigneous-non-Indigenous relationships (pp. 334-348). Toronto: U of T Press. [E 77 A55 2010]

Denzin, N., Lincoln, Y. & Smith, L. (2008). Handbook of critical and Indigenous methodologies. Thousand Oaks CA: Sage. [GN 345 H364 2008]

Dion, S., Johnston, K., & Rice, C. (2010). Decolonizing our Schools: Aboriginal education in the Toronto District School Board. Retrieved from

Dion, S. (2009). Braiding histories: Learning from Aboriginal peoples’ experiences and perspectives. Vancouver: UBC Press. [E 78 C2 D55 2009]

Dion, S. (2007). Disrupting molded images: Identities, responsibilities and relationships – teachers and Indigenous subject material. Teaching Education, 18(4), 329-342. DOI: 10.1080/10476210701687625

Donald, D. (2009). Forts, curriculum, and indigenous métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts. First Nations Perspectives 2(1), 1-2. Retrieved from

Donald, D. (2012). Forts, curriculum and ethical relationality. In N. Ng-A-Fook & J. Rottmann (Eds.), Reconsidering Canadian curriculum studies: Provoking historical, present, and future perspectives (pp. 39-46). New York: Palgrave, MacMillan. [The Book is in order]

Fitznor, L., Haig-Brown, C. & Moses, L. (2000). Editorial: (De)colonizing academe: Knowing our relations. Canadian Journal of Native Education, 24(2), 75-81. Retrieved from ProQuest CBCA Education New Platform

Godlewska, A, Moore, J., & Bednasek, C.D. (2010).Cultivating ignorance of Aboriginal relations. The Canadian Geographer, 54(4), 417- 440. DOI: 10.1111/j.1541-0064.2009.00297.x

Graveline, F.J. (1998). Circle works: Transforming Eurocentric consciousness. Halifax: Fernwood. [E 96 G72 1998]

Haig-Brown, C. & Dannenmann, K. (2008). The land is first teacher: The Indigenous knowledge instructors program. In Z. Bekerman & E. Kopelowitz (Eds.), Cultural education – cultural sustainability: Minority, diaspora, Indigenous and ethno- religious groups in multicultural societies (pp. 245-264). New York: Routledge. [LC 3719 C84 2009]

Haig-Brown, C. & Dannenmann, K. (2002). A Pedagogy of the land: Dreams of respectful relations. McGill Journal of Education 37(3), 451-468. Retrieved from EBSCO Education Source

Kapryka, J. & Dockstator, M. (2012). Indigenous knowledges and Western knowledges in environmental education: Acknowledging the tensions for the benefits of a “Two-Worlds” approach. Canadian Journal of Environmental Education, 17(1), 80-96. Retrieved from

Kovach, M. (2010). Toward an IK-Friendly Pedagogy in Mainstream Classrooms: A single site pilot study of non Indigenous faculty perspectives on integrating Indigenous Knowledges into their course instruction. University of Saskatchewan. Unpublished.

Lavallee, L. (2009). Practical application of an Indigenous research framework and two qualitative Indigenous research methods: Sharing circles and Ansishnaabe symbol-based reflection. International Journal of Qualitative Methods, 8(1), 21-40. Retrived from

Little Bear, L. (2009). Naturalizing Indigenous knowledge, synthesis paper. Saskatoon, Sask: University of Saskatchewan: Aboriginal Education Research Centre & Calgary, Alberta: First Nations and Adult Higher Education Consortium. Retrieved from

Lowan-Trudeau, G. (2014). Considering ecological metissage: To blend or not to blend? Journal of Experiential Education, 37(4), 351-366. DOI: 10.1177/1053825913511333

Margaret, J. (2010). Working as allies: Winston Churchill fellowship report. Retrieved from

Marker, M. (2006). After the Makah whale hunt: Indigenous knowledge and limits to multicultural discourse. Urban Education, 41(5), 482-505. DOI: 10.1177/0042085906291923

Morgensen, S. (2014, May 26). White settlers and Indigenous solidarity: Confronting white supremacy, answering decolonial alliances [blog post] Decolonization. Retrieved from

Rasmussen, D. (2002). Qallunology: A pedagogy for the oppressor. Philosophy of Education, 85-94. Retrieved from EBSCO Education Source.

Reagan, P. (2010). Unsettling the settler within. Vancouver: UBC Press. Reed-Danahay, D. (1997). Introduction. In D. Reed-Danahay (Ed.), Auto/Ethnography: [E 96.5 R44 2010]

Simpson, L. (2010). First Words. In L. Davies (Ed.), Alliances: Re/Envisioning Indigenous-non-Indigenous Relationships (pp. xiii-xiv). Toronto: University of Toronto Press. [E 77 A55 2010]

Simpson, L. (2004). Anticolonial strategies for the recovery and maintenance of Indigenous knowledge. American Indian Quarterly, 28(3), 373-384. Retrieved from EBSCO Education Source.

Simpson, L. (2002). Indigenous environmental education for cultural survival. The Canadian Journal of Environmental Education, 7(1), 13-24. Retrieved from

Sium, A., Desei, C., Ritskes, E. (2012). Towards the 'tangible unknown': Decolonization and the Indigenous future. Decolonization: Indigeneity, Education, and Society, (1)1, i – xiii. Retrieved from

Smith, L. T. (2005). Chapter 4: On tricky ground: Researching the Native in the age of uncertainty. In Y. Lincoln & N. Denzin (Eds.), The Sage handbook of qualitative research third edition (pp. 109-138). Thousand Oaks: Sage. [H 62 H2455 2005]  

Smith, L. T. (1999). Decolonizing methodologies: Research and Indigenous peoples. New York: Zed Books. [GN 380 S65 1999]

Steinhauer, E. (2002). Thoughts on Indigenous research methodology. Canadian Journal of Native Education, 26(2), 69-81. 

Styres, S., Haig Brown, C., & Blimke, M. (2013). Towards a pedagogy of Land: The urban context. Canadian Journal of Education, 36(2), 34-67.

Styres, S. (2011). Land as first teacher: A philosophical journeying. Reflective Practice: International and multidisciplinary perspectives 12(6), 117-731. DOI:10.1080/14623943.2011.601083

Tompkins, J. (2002). Learning to see what they can’t: Decolonizing perspectives on Indigenous education. McGill Journal of Education, 37(3), 405-422. Retieved from EBSCO Education Source.

Tuck, E. & Gaztambide-Fernandez, R.,(2013). Curriculum replacement and settler futurity . Journal of Curriculum Theorizing, 29(1).

Tuck, E., McCoy, L., & McKenzie, M. (2014). Land education: Indigenous, postcolonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, (20),1, 1-23. DOI: 10.1080/13504622.2013.877708

Tuck, E. & MacKenzie, M. (2015). Place in research: Theory, methodology, methods. London: Routledge. (The book is in order.)

Tuck, E. & Yang, W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, education, and society, 1(1), 1- 40.

Wilson, S. (2001). What is an Indigenous research methodology? Canadian Journal of Native Education, 25(1), 175-179. Retrieved from ProQuest database.

Wilson, S. (2007). Guest editorial: What is an Indigenist research paradigm? Canadian Journal of Native Education, 30(2), 193-195. Retrieved from ProQuest CBCA Education New Platform.

Zinga & Styres (2011). Pedagogy of the Land: Tensions, Challenges, and Contradictions. First Nations Perspectives 4, 59-83. Retrieved from

December 4, 2015


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