It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
Culturally Responsive Pedagogy by Fatima Pirbhai-Illich (Editor); Shauneen Pete (Editor); Fran Martin (Editor)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.
Call Number: ONLINE
Publication Date: 2017
Indigenous Philosophies and Critical Education by George J. Sefa Dei (Editor)An important academic goal is to understand ongoing contestations in knowledge in the search to engage everyday social practice and experiences, as well as the social barriers and approaches to peaceful human coexistence. This reader pulls together ideas concerning Indigenous epistemologies (e.g., worldviews, paradigms, standpoints, and philosophies) as they manifest themselves in the mental lives of persons both from and outside the orbit of the usual Euro-American culture. The book engages Indigenous knowledges as far more than a «contest of the marginals», thereby challenging the way oppositional knowledges are positioned, particularly in the Western academy. Subsequently, this book is a call to recognize and acknowledge Indigenous knowledges as legitimate knowings in their own right, and not necessarily in competition with other sources or forms of knowledge. The project offers an opportunity for the critical thinker to continue on a de-colonial/anti-colonial intellectual journey in ways informed by Indigenous theorizing.
Call Number: General Collection LC 3715 I46 2011
Publication Date: 2011
Indigenous Postgraduate Education: Intercultural Perspectives by Trimmer, Karen; Hoven, Debra; Keskitalo, PiggaThis book focuses on Indigenous participation in postgraduate education. The collaborating editors, from the contexts of Australian, Canadian and Nordic postgraduate education, have brought together voices of Indigenous postgraduate students and researchers about strategies to support postgraduate education for Indigenous students globally and to promote sustainable solution-focused and change-focused strategies to support Indigenous postgraduate students. The role of higher education institutions in meeting the needs of Indigenous students is considered by contributing scholars, including issues related to postgraduate education pedagogies, flexible learning and technologies.
Call Number: ONLINE
Publication Date: 2020
Unsettling the Commons by Craig FortierDrawing on interviews with 51 anti-authoritarian organizers to investigates what it means to struggle for "the commons" within a settler colonial context, Unsettling the Commons interrogates a very important debatethat took place within Occupy camps and is taking place in a multitude of movements in North America around what it means to claim "the commons" on stolen land. Travelling back in history to show the ways in which radical left movements have often either erased or come into clear conflict with Indigenous practices of sovereignty and self-determination--all in the name of the "struggle for the commons", the book argues that there are multiple commons or conceptualizations of how land, relationships, and resources are shared, produced, consumed, and distributed in any given society. As opposed to the liberal politics of recognition, a political practice of unsettling and a recognition of the incommensurability of political goals that claim access to space/territory on stolen land is put forward as a more desirable way forward.
Call Number: Mi'kmaq Resource Centre HM 881 F675 2017
Publication Date: 2017
Visioning a Mi'kmaw Humanities : Indigenizing the Academy by Battiste, Marie, 1949- editor"Since the Renaissance, liberal education has as its core tradition a Eurocentric multidisciplinary humanism--the study of literature, art, philosophy and history--grounded in ancient Greek and Latin texts. In what may be termed cognitive imperialism, the academy has largely ignored Aboriginal perspectives of humanity. In this volume, Mi'kmaw and non-Mi'kmaw scholars, teachers and educators posit an interdisciplinary approach to explicate and animate a Mi'kmaw Humanities. Drawing on the metaphor of a basket as a multilayered metaphor for engaging postsecondary institutions, these essays reveal historical, educational, legal, philosophical, visual and economic frameworks to develop a knowledge protocol that can direct, transform and enrich conventional Humanities within the complex dynamics of territory, energy, stewardship, alterity and consciousness."-
"Indigenization is a process and the action that focusses on incorporating Indigenous knowledges into approaches in recognition of the value and importance of including in the university system. Eg. Education, curriculum, student safety, etc."
How Decolonization and Reconciliation Go Hand in Hand:
According to Ashley Edwards's article (2019), Unsettling the Future by Uncovering the Past: Decolonizing Academic Libraries and Librarianship, decolonization first allows "Indigenous peoples to reclaim 'the family, community, culture, language, history and traditions that were taken' (as cited in Indigenous Corporate Training, 2017)" and second requires "non-Indigenous peoples to learn and accept how colonization has affected Indigenous communities (as cited in Indigenous Corporate Training, 2017)."
When these two parts of decolonization happen, reconciliation begins and continues to grow slowly (Edwards, 2019, p. 6).
Nikki Sanchez (she/her) is a Pipil and Irish/Scottish academic, Indigenous media maker, and environmental educator. Nikki holds a master’s degree in Indigenous Governance and is presently completing a Ph.D. with a research focus on emerging visual media technology as it relates to Indigenous ontology.