In 1867, Canada’s federal government became responsible for the education of Indigenous peoples: Status Indians and some Métis would attend schools on reserves; non-Status Indians and some Métis would attend provincial schools. The chapters in this collection – some reflective, some piercing, all of them insightful – show that this system set the stage for decades of broken promises and misguided experiments that are only now being rectified in the spirit of truth and reconciliation. The contributors individually explore what must change in order to work toward reconciliation; collectively, they reveal the possibilities and challenges associated with incorporating Traditional Knowledge and Indigenous teaching and healing practices into school courses and programs.
In this atlas, you will find outstanding reference maps of Indigenous Canada, as well as a section devoted to Truth and Reconciliation, including detailed pages on many aspects of the topic with contemporary and historical photography, maps and more. This volume of the atlas focuses on the Métis people
This 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. Included in this book are discussions of global collapse, what to consider in returning to a land-based existence, demilitarization for imperial purposes and re-militarization for Indigenous purposes, survival strategies for tribal prisoners, moving beyond the nation-state model, a land-based educational model, personal decolonization, decolonization strategies for youth in custody, and decolonizing gender roles.
Pathways for Remembering and Recognizing Indigenous Thought in Education is an exploration into some of the shared cross-cultural themes that inform and shape Indigenous thought and Indigenous educational philosophy. Sandra D. Styres shows how Indigenous thought can inform decolonizing approaches in education as well as the possibilities for truly transformative teaching practices.
In this powerful book, drawn from speeches and other writings, Wilson-Raybould urges all Canadians – both Indigenous and non-Indigenous – to build upon the momentum already gained or risk hard-won progress being lost. The good news is that Indigenous Nations already have the solutions. But now is time to act and build a shared postcolonial future based on the foundations of trust, cooperation, recognition, and good governance.
A collection of stories, inspired by a wealth of experiences across space and time from a kokum, an auntie, two-spirit parents, a Metis mother, a Tlinglit/Anishnabe Metis mother and an allied feminist mother.
Indigenous Children's Survivance in Public Schools examines the cultural, social, and political terrain of Indigenous education by providing accounts of Indigenous students and educators creatively navigating the colonial dynamics within public schools. The book surveys a range of educational issues, including implementation of Native-themed curriculum, teachers' attempts to support Native students in their classrooms, and efforts to claim physical and cultural space in a school district, among others.
For nearly 100 years, Indian boarding schools in Canada and the US produced newspapers read by white settlers, government officials, and Indigenous parents. These newspapers were used as a settler colonial tool, yet within these tightly controlled narratives there also existed sites of resistance.
In this book, author Pamela Toulouse provides current information, personal insights, authentic resources, interactive strategies and lesson plans that support Indigenous and non-Indigenous learners in the classroom. This book is for all teachers that are looking for ways to respectfully infuse residential school history, treaty education, Indigenous contributions, First Nation/Métis/Inuit perspectives and sacred circle teachings into their subjects and courses. The author presents a culturally relevant and holistic approach that facilitates relationship building and promotes ways to engage in reconciliation activities.