Aboriginal Knowledge for Economic Development analyzes the benefits, practices and challenges of Mi’kmaw and Maliseet Language Immersion programs, illustrating how these programs provide a solid foundation of worldview, ethics, values and identities that are essential for improved academic success, and examines the Honouring Traditional Knowledge Project, a two-year project to seek Elders’ views on how to include them and traditional knowledge in all aspects of community economic research and development.
Pimatisiwin: The Good Life, Global Indigenous Knowledge Systems by Swampy Cree scholar Priscilla Settee delivers a perspective of what it means to be alive while, at the same time, furthering Indigenous-based struggles for decolonization, social justice and intellectual thought. Using her personal learning path along with a detailed literature review of power politics within institutions of higher learning, the author details several case studies of Indigenous knowledges in the global Indigenous world.
Colonized Classrooms: Racism, Trauma and Resistance in Post-Secondary Education by 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.
Indian Subjects: Hemispheric Perspectives on the History of Indigenous Education brings together an outstanding group of scholars from the fields of anthropology, history, law, education, literature, and Native studies to address Indigenous peoples education throughout different regions and eras.
Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge is poised to be a classic of traditional knowledge writing. As a botanist, Robin Wall Kimmerer asks questions of nature with the tools of science. As a member of the Citizen Potawatomi Nation, Kimmerer draws on her life as an Indigenous scientist, a mother, and a woman, and shows how other living beings such as asters and goldenrod, strawberries and squash, salamanders, algae, and sweetgrass, offer readers gifts and lessons, even if we've forgotten how to hear their voices.
Residential Schools, With the Words and Images of Survivors, A National History honours the survivors, the former students, who attended residential schools. Designed for the general reader this accessible, 112-page history offers a first-person perspective of the residential school system in Canada, as it shares the memories of more than 70 survivors from across Canada as well as 125 archival and contemporary images (65 black & white photographs, 51 colour, some never before published).
Teaching and Learning in Aboriginal Education helps pre-service teachers prepare themselves for the challenges and joys of teaching Aboriginal students in urban, remote and rural primary and secondary schools. The book balances the practical, personal and theoretical to convey the richness of diversity to be found within Australian classrooms. This second editions replaces Teaching and Learning in Indigenous Education. Based on personal experiences and those of other teachers in Australia, the book is organized with basic chapters, subheadings, information boxes, and quotes.
The Students of Sherman Indian School: Education and Native Identity Since 1892 offers the first full history of Sherman Indian School’s 100-plus years, a history that reflects federal Indian education policy since the late nineteenth century. Sherman Indian High School, as it is known today, began in 1892 as Perris Indian School on eighty acres south of Riverside, California, with nine students.
For Indigenous Minds Only: A Decolonization Handbook features Indigenous scholars, writers, and activists who have collaborated for the creation of a sequel to For Indigenous Eyes Only (SAR Press, 2005). The title reflects an understanding that decolonizing actions must begin in the mind, and that creative, consistent decolonized thinking shapes and empowers the brain, which in turn provides a major prime for positive change.
Net-eth Going Out of the Darkness: An Exhibition of First Nations Artists, Residential School Survivors and their Descendants is a group exhibition catalogue of over twenty contemporary and traditional First Nations artists, among them are Indian Residential School survivors and their descendants whose work is a powerful testimony to their personal healing process.