Learn, Teach, Challenge: Approaching Indigenous Literatures is a collection of classic and newly commissioned essays about the study of Indigenous literatures in North America. The contributing scholars include some of the most venerable Indigenous theorists, among them Gerald Vizenor (Anishinaabe), Jeannette Armstrong (Okanagan), Craig Womack (Creek), Kimberley Blaeser (Anishinaabe), Emma LaRocque (Métis), Daniel Heath Justice (Cherokee), Janice Acoose (Saulteaux), and Jo-Ann Episkenew (Métis).
Children of the Broken Treaty: Canada's Lost Promise and One Girl's Dream exposes a system of apartheid in Canada that led to the largest youth-driven human rights movement in the country’s history. The movement was inspired by thirteen-year-old Shannen Koostachin, a young Cree woman from Attawapiskat, Ontario. Author Charlie Angus is an elected Member of Parliament for Timmins-James Bay.
Teaching Indigenous Students: Honoring Place, Community, and Culture is the 2015 book written by Jon Reyhner, professor of bilingual and multicultural education in the department of education specialties at Northern Arizona University. This volume contains 10 essays by scholars working to help teachers develop culturally responsive curriculum in a variety of content subjects.
Moving Forward, Giving Back: Transformative Aboriginal Adult Education describes the initiatives and strategies that have proven successful and transformative for adult urban Aboriginal students. Drawing upon the voices and experiences of Aboriginal adult learners themselves, editor Jim Silver has compiled an essential collection of ten essays written by adult edition professionals working in the Winnipeg inner-city region.
Research for Indigenous Survival: Indigenous Research Methodologies in the Behavioral Sciences by Lori Lambert (Mi’kmaq/Abenaki) examines the problems that researchers encounter when adjusting research methodologies in the behavioral sciences to Indigenous values and tribal community life. In addition to surveying the literature with an emphasis on Indigenous authors, she has also interviewed a sampling of Indigenous people in Australia, northern Canada, and Montana’s Flathead Indian Reservation.
Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies by authors Linda Goulet and Keith Goulet provides 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.
Theorizing Native Studies is an important collection making a compelling argument for the importance of theory in Native studies. Within the field, there has been understandable suspicion of theory stemming both from concerns about urgent political issues needing to take precedence over theoretical speculations and from hostility toward theory as an inherently Western, imperialist epistemology.
Amik Loves School: A Story of Wisdom is one book in The Seven Teachings Stories series from Highwater Press. Amik is a young urban Ojibwe boy who actually enjoys learning new things at school. One day Amik tells his Moshoom how much he enjoys learning. But Moshoom has a different memory about school when he was a child. Grandfather attended residential school. There is sadness in Moshoom's face. With a gentle explanation, grandfather tells Amik about his experience. Amik has the answer when he invites his Moshoom to the classroom the next day.
The Education of Augie Merasty: A Residential School Memoir is a 2015 memoir by Joseph Auguste Merasty, who attended St. Therese Residential School in Sturgeon Landing, Saskatchewan, from 1935 to 1944. He now lives in Prince Albert, Now a retired fisherman and trapper, the author was one of an estimated 150,000 First Nations, Inuit, and Metis children who were taken from their families and sent to government-funded, church-run schools, where they were subjected to a policy of aggressive assimilation.