First Nations Education Policy in Canada: Progress or Gridlock? by authors Jerry Paquette and Gerald Fallon challenge the fundamental assumptions about Aboriginal education and propose their own paradigm in order to present a revision of policy. Their aim is to review the First Nations education systems current in Canada and propose alternate models of analysis. The authors have developed a conceptual framework with which to re-envision the social, political, and educational goals of a self-governing First Nations education system.
Indigenous Methodologies: Characteristics, Conversations, and Contexts by Cree/Saulteaux professor Margaret Kovach draws on the knowledge of six Indigenous scholars and offers a practical portal for anyone engaging in Indigenous research activities. Chapters discuss Indigenous epistemologies, decolonizing theory, story as method, situating self and culture, Indigenous methods, protocol, meaning-making, and ethics. The scholars interviewed include Michael Hart (Cree), Graham Smith (Maori), Jeannine Carriere (Metis), Cam Willet (Cree), Laara Fitznor (Cree), and Kathy Absolon (Ojibwe).
Knowledge Translation in Context: Indigenous, Policy, and Community Settings edited by researchers from the University of Victoria's Centre for Youth and Society is an essential tool for researchers to learn how to be effective partners in the Knowledge Translation process to ensure that diverse communities benefit from academic research results through improved social and health outcomes. Case studies outline the uses of KT in many contexts, including community, policy, Indigenous, and non-profit organizations.
Integrating Aboriginal Perspectives into the School Curriculum: Purposes, Possibilities, and Challenges by Yatta Kanu, professor in the Faculty of Education at the University of Manitoba, offers interested scholars and educators both theoretical and practical arguments for developing creative thinking in the field of Aboriginal curricula and policy. Conducting six years of empirical research the author draws conclusions that can apply to diverse cultural peoples. The overall goal is to increase student engagement, learning, and success.
George Washington's War on Native America recounts the tragic events on the forgotten western front of the American Revolutionùa war fought against and ultimately won by Native America. Although history texts often erroneously present the Natives, primarily the Iroquois League and the Ohio Union, as ôalliesö (or lackeys) of the British, Native America was in fact working from its own agenda: to prevent settlers from invading the Old Northwest.
Trickster: An Anthropological Memoir is a fascinating anthro-insider memoir about a recent graduate's first fieldwork among the Paiute. Her memoir is humour-filled and offers insight into the field of study and one woman's journey in anthropology and the lessons learned with her witty and engaging informants. Eileen Kane is an applied anthropologist who chaired the first department of anthropology in Ireland and now works on participatory development and education programs in Africa.
In The Power of Place, the Problem of Time:Aboriginal Identity and Historical Consciousness in the Cauldron of Colonialism, Keith Thor Carlson re-thinks the history of Native-newcomer relations from the unique perspective of a classically trained historian who has spent nearly two decades living, working, and talking with the St¾:l§ peoples. St¾:l§ actions and reactions during colonialism were rooted in their pre-colonial experiences and customs, which coloured their responses to events such as smallpox outbreaks or the gold rush.
Collection of 13 essays that explore the current state of curriculum research and reform from a postcolonial perspective. Of particular interest is Ralph Mason's essay about mathematics instruction in Nunavut. Glen Aikenhead's paper discusses cross-cultural science teaching for Aboriginal students in Canada. The selection of essays examines current curricula from feminist, postmodern, autobiographical, and phenomenology perspectives. Concepts such as Indigenous knowledges and spirituality, globalization, critical ontology, biolinguistic diversity, and postnationalism are examined.
Ponteach or the Savages of America: A Tragedy is a study of the 1766 drama published in Britain. It is unique because it is the first play about Aboriginal peoples published in Great Britain. Editor Tiffany Porter adds helpful introductions and additional discussions about the Odawa leader, Pontian, and his significance.