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Decolonizing and Indigenizing Education in Canada
Edited by Sheila Cote-Meek, Taima Moeke-Pickering
SubjectsEducation / Indigenous Education / Indigenous Studies
Print ISBN: 9781773381817
This expansive collection explores the complexities of decolonization and indigenization of post-secondary institutions. Seeking to advance critical scholarship on issues including the place of Indigenous epistemologies, knowledges, curriculum, and pedagogy, Decolonizing and Indigenizing Education in Canada aims to build space in the academy for Indigenous peoples and resistance and reconciliation. This 15-chapter collection is built around the two connecting themes of Indigenous epistemologies and decolonizing post-secondary institutions. Aiming to advance and transform the Canadian academy, the authors of this volume discuss strategies for shifting power dynamics and Eurocentric perspectives within higher education.
Written by academics from across Canada, the text reflects the critical importance of the discourse on truth and reconciliation in educational contexts and how these discourses are viewed in institutions across the country. This expansive resource is essential to students and scholars focusing on Indigenous knowledges, education and pedagogies, and curriculum studies.
- includes discussion questions and further reading lists and offers practical examples of how one can engage in decolonization work within the academy
- features Canadian authors in varying academic positions and provides content specific to the Canadian education system
Table of Contents
Introduction: From Colonized Classrooms to Transformative Change in the Academy: We Can and Must Do Better!
Theme 1: Indigenous Epistemologies: Exploring the Place of Indigenous Knowledges in Post-Secondary Curriculum, Including Indigenization of the Curriculum and Pedagogy
Chapter 1: Askiy Kiskinwahamākēwina: Reclaiming Land-based Pedagogies in the Academy
Chapter 2: Gii Aanikoobijigan Mindimooyehn: Decolonizing Views of Anishinaabekwe
Patricia D. McGuire
Chapter 3: Reconciliation through Métissage
Bryanna Rae Scott
Chapter 4: Indigenous Thinkers: Decolonizing and Transforming the Academy through Indigenous Relationality
Candace Kaleimamoowahinekapu Galla and Amanda Holmes
Chapter 5: Thinking with Kihkipiw: Exploring an Indigenous Theory of Assessment and Evaluation for Teacher Education
Dr. Evelyn Steinhauer, Dr. Trudy Cardinal, Dr. Marc Higgins, Dr. Brooke Madden, Dr. Noella Steinhauer, Dr. Patricia Steinhauer, Misty Underwood, and Angela Wolfe, with Elder Bob Cardinal
Chapter 6: Centering the Lived Struggle of Indigenous Women in the Academy: A Performance Autoethnography
Theme 2: Decolonizing Post-Secondary Institutions: Building Space in the Academy for Indigenous Peoples, Resistance, and Reconciliation
Chapter 7: Is Decolonization Possible in the Academy?
Chapter 8: The Dynamics of Decolonization and Indigenization in an Era of Academic “Reconciliation”
Emily Grafton and Jérôme Melançon
Chapter 9: Urban and Inner-City Studies: Decolonizing Ourselves and the University of Winnipeg
Chantal Fiola and Shauna MacKinnon
Chapter 10: Speaking Back to the Institution: Teacher Education Programs as Sites of Possibility
Fiona Purton, Sandra Styres, and Arlo Kempf
Chapter 11: “If Not Here, Where”?: Making Decolonization a Priority at an Undergraduate University"
Mary Ellen Donnan, Avril Aitken, and Jean L. Manore
Chapter 12: Reconciliation Rainbows and the Promise of Education: Teaching Truth and Redress in Neocolonial Canada
Chapter 13: Decolonizing Non-Indigenous Faculty and Students: Beyond Comfortable Diversity
Linda Pardy and Brett Pardy
Chapter 14: Reframing Reconciliation: Turning Our Back or Turning Back?
Chapter 15: The Future for Indigenous Education: How Social Media is Changing Our Relationships in the Academy