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.
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 book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. This book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain children's home languages. The authors examine such complex themes as curriculum, translanguaging, contact languages and language use as cultural practice.
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.
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.
The game of lacrosse has been a central element of many Indigenous cultures for centuries, but once non-Indigenous players entered the sport, it became a site of appropriation - then reclamation - of Indigenous identities. While the game was being stripped of its cultural and ceremonial significance and being appropriated to construct a new identity for the nation-state of Canada, it was also being used by Indigenous peoples for multiple ends: to resist residential school experiences; initiate pan-Indigenous political mobilization; and articulate Indigenous sovereignty and nationhood on the world stage.
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.