The University of Manitoba campuses are located on original lands of Anishinaabeg, Cree, Ojibwe-Cree, Dakota, and Dene peoples, and on the National Homeland of the Red River Métis. More
Kaandossiwin, 2nd Ed by
Indigenous methodologies have been silenced and obscured by the Western scientific means of knowledge production. In a challenge to this colonialist rejection of Indigenous knowledge, Anishinaabe re-searcher Kathleen Absolon describes how Indigenous re-searchers re-theorize and re-create methodologies. Indigenous knowledge resurgence is being informed by taking a second look at how re-search is grounded. Absolon consciously adds an emphasis on re with a hyphen as a process of recovery of Kaandossiwin and Indigenous re-search. Understanding Indigenous methodologies as guided by Indigenous paradigms, worldviews, principles, processes and contexts, Absolon argues that they are wholistic, relational, inter-relational and interdependent with Indigenous philosophies, beliefs and ways of life. In exploring the ways Indigenous re-searchers use Indigenous methodologies within mainstream academia, Kaandossiwin renders these methods visible and helps to guard other ways of knowing from colonial repression.
Decolonizing Methodologies by
To the colonized, the term 'research' is conflated with European colonialism; the ways in which academic research has been implicated in the throes of imperialism remains a painful memory. This essential volume explores intersections of imperialism and research - specifically, the ways in which imperialism is embedded in disciplines of knowledge and tradition as 'regimes of truth.' Concepts such as 'discovery' and 'claiming' are discussed and an argument presented that the decolonization of research methods will help to reclaim control over indigenous ways of knowing and being. Now in its eagerly awaited third edition, this bestselling book includes a co-written introduction features contributions from indigenous scholars on the book’s continued relevance to current research. It also features a chapter with twenty-five indigenous projects and a collection of poetry.
Indigenous Methodologies : Characteristics, Conversations, and Contexts by
An innovative and important contribution to Indigenous research approaches, this revised second edition provides a framework for conducting Indigenous methodologies, serving as an entry point to learn more broadly about Indigenous research.
Indigenous Storywork by
Indigenous oral narratives are an important source for, and component of, Coast Salish knowledge systems. Stories are not only to be recounted and passed down; they are also intended as tools for teaching. Jo-ann Archibald worked closely with Elders and storytellers, who shared both traditional and personal life-experience stories, in order to develop ways of bringing storytelling into educational contexts. Indigenous Storywork is the result of this research and it demonstrates how stories have the power to educate and heal the heart, mind, body, and spirit. It builds on the seven principles of respect, responsibility, reciprocity, reverence, holism, interrelatedness, and synergy that form a framework for understanding the characteristics of stories, appreciating the process of storytelling, establishing a receptive learning context, and engaging in holistic meaning-making.
Teaching where you are : weaving Indigenous and slow principles and pedagogies by
Teaching Where You Are offers a guide for non-Indigenous educators to work in good ways with Indigenous students and provides resources across curricular areas to support all students. In this book, two seasoned educators, one Indigenous and one Settler, bring to bear their years of experience teaching in elementary, secondary, and post-secondary contexts to explore the ways in which Indigenous and slow approaches to teaching and learning mirror and complement one another. Using the holistic framework of the Medicine Wheel, Shannon Leddy and Lorrie A. Miller illustrate the ways in which interdisciplinary thinking, a focus on experiential learning, and the thoughtful application of the 4Rs - respect, relevance, reciprocity, and responsibility - can bring us back to the principle of teaching people, not subjects.
Decolonizing and Indigenizing Education in Canada by
Providing practical and theoretical perspectives, this edited collection seeks to advance critical scholarship on several issues related to interrogating the complexities around decolonization and indigenization of postsecondary institutions. The book considers the place of Indigenous epistemologies, knowledges, methodologies, curriculum, and pedagogy. The volume is built around two connecting themes: Indigenous epistemologies (exploring the place of Indigenous Knowledges in postsecondary curriculum including Indigenization of curriculum and pedagogy) and decolonizing postsecondary institutions (building space in the academy for Indigenous peoples, resistance and reconciliation). book is timely in an era of Truth and Reconciliation in Canada with most postsecondary institutions working toward indigenization and decolonization.
Indigenous and Decolonizing Studies in Education by
Indigenous and decolonizing perspectives on education have long persisted alongside colonial models of education, yet too often have been subsumed within the fields of multiculturalism, critical race theory, and progressive education. Timely and compelling, Indigenous and Decolonizing Studies in Education features research, theory, and dynamic foundational readings for educators and educational researchers who are looking for possibilities beyond the limits of liberal democratic schooling. Featuring original chapters by authors at the forefront of theorizing, practice, research, and activism, this volume helps define and imagine the exciting interstices between Indigenous and decolonizing studies and education. Each chapter forwards Indigenous principles - such as Land as literacy and water as life - that are grounded in place-specific efforts of creating Indigenous universities and schools, community organizing and social movements, trans and Two Spirit practices, refusals of state policies, and land-based and water-based pedagogies.
Decolonizing Education by
Drawing on treaties, international law, the work of other Indigenous scholars, and especially personal experiences, Marie Battiste documents the nature of Eurocentric models of education, and their devastating impacts on Indigenous knowledge. Chronicling the negative consequences of forced assimilation, racism inherent to colonial systems of education, and the failure of current educational policies for Aboriginal populations, Battiste proposes a new model of education, arguing the preservation of Aboriginal knowledge is an Aboriginal right. Central to this process is the repositioning of Indigenous humanities, sciences, and languages as vital fields of knowledge, revitalizing a knowledge system which incorporates both Indigenous and Eurocentric thinking.