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Author: Labelle, Larry
Publisher: Manitoba Education and Youth
ISBN: 9780771124716
Category : Education, Elementary
Languages : en
Pages : 71
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Book Description
Author: Labelle, Larry
Publisher: Manitoba Education and Youth
ISBN: 9780771124716
Category : Education, Elementary
Languages : en
Pages : 71
Get Book Here
Book Description
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Publisher:
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Category : Algonquians
Languages : en
Pages : 71
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Book Description
Author: Yatta Kanu
Publisher: University of Toronto Press
ISBN: 1442694025
Category : Education
Languages : en
Pages : 335
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Book Description
From improved critical thinking to increased self-esteem and school retention, teachers and students have noted many benefits to bringing Aboriginal viewpoints into public school classrooms. In Integrating Aboriginal Perspectives Into the School Curriculum, Yatta Kanu provides the first comprehensive study of how these frameworks can be effectively implemented to maximize Indigenous students' engagement, learning, and academic achievement. Based on six years of empirical research, Kanu offers insights from youths, instructors, and school administrators, highlighting specific elements that make a difference in achieving positive educational outcomes. Drawing on a wide range of disciplines, from cognitive psychology to civics, her findings are widely applicable across both pedagogical subjects and diverse cultural groups. Kanu combines theoretical analysis and practical recommendations to emphasize the need for fresh thinking and creative experimentation in developing curricula and policy. Amidst global calls to increase school success for Indigenous students, this work is a timely and valuable addition to the literature on Aboriginal education.
Author: Christine M'Lot
Publisher: Portage & Main Press
ISBN: 1553798813
Category : Education
Languages : en
Pages : 149
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Book Description
The graphic novel, This Place: 150 Years Retold, includes a variety of historical and contemporary stories that highlight important moments in Indigenous and Canadian history. It introduces students to the unique demographic, historical, and cultural legacy of Indigenous communities, and explores acts of sovereignty and resiliency. The accompanying teacher guide includes activities that are collaborative and designed to infuse Indigenous pedagogical practice throughout, such as working with others seeking holism in understanding learning through storytelling circle pedagogy to show the interconnectedness of ideas and topics, primarily in the form of the medicine wheel This resource will engage students’ understanding and encourage them to embrace differing worldviews, while also giving them the tools to explore Indigenous theories of wellness. Lessons in this teacher guide are appropriate to Grades 9–12 English, Grade 11 Global Issues, and Grade 12 Current Topics in First Nations, Métis, and Inuit Studies classes. They are also adaptable to relevant university or college courses.
Author: Huia Tomlins-Jahnke
Publisher: University of Alberta
ISBN: 1772124141
Category : Education
Languages : en
Pages : 561
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Book Description
For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America and the Pacific Islands disentangle aspects of education from colonial relations to advance a new, Indigenously-informed philosophy of instruction. Broadly multidisciplinary, this volume explores Indigenous education from theoretical and applied perspectives and invites readers to embrace new ways of thinking about and doing schooling. Part of a growing body of research, this is an exciting, powerful volume for both Indigenous and non-Indigenous scholars, researchers, policy makers, and teachers, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Contributors: Jill Bevan-Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Patricia Maringi G. Johnston, Spencer Lilley, Daniel Lipe, Margaret J. Maaka, Angela Nardozi, Katrina-Ann R. Kapāʻanaokalāokeola Nākoa Oliveira, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata-Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Sam L. No‘eau Warner, K. Laiana Wong, Dawn Zinga
Author: Anna-Leah King
Publisher: Canadian Scholars
ISBN: 1773384341
Category : Social Science
Languages : en
Pages : 412
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Book Description
This edited collection tackles “unsettling” as an emerging field of study that calls for settlers to follow Indigenous leadership and relationality and work toward disrupting the colonial reality through their everyday lives. Bringing together Indigenous and non- Indigenous scholars and activists, Unsettling Education considers how we can reconcile and transcend ongoing settler colonialism. The contributors reflect on how the three concepts of unsettling, Indigenization, and decolonization overlap and intersect in practical and theoretical ways. Questions are raised such as how can we recognize and address historical and current injustices that have been imposed upon Indigenous Peoples and their lands? How can we respect the fundamental and inherent sovereignty and rights of Indigenous Peoples as we work toward reconciliation? And how do we work collectively to build more equitable and just communities for all who call Canada home? Unsettling Education is well suited for college and university courses in Indigenous studies or education that focus on decolonization, land-based learning, Indigenization, unsettling, and reconciliation.
Author: Eun-Ji Amy Kim
Publisher: Springer Nature
ISBN: 3030889491
Category : Education
Languages : en
Pages : 286
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Book Description
This book explores diverse relationships at play in integrating Indigenous knowledges and Western Science in curricula. The readers will unravel ways in which history, policy, and relationships with local Indigenous communities play a role in developing and implementing ‘cross-cultural’ science curricula in schools. Incorporating stories from multiple individuals involved in curriculum development and implementation – university professors, a ministry consultant, a First Nations and Métis Education coordinator, and most importantly, classroom teachers – this book offers suggestions for education stakeholders at different levels. Focusing on the importance of understanding ‘relationships at play’, this book also shows the author’s journey in re/search, wherein she grapples with both Indigenous and Western research frameworks. Featuring a candid account of this journey from research preparation to writing, this book also offers insights on the relationships at play in doing re/search that respects Indigenous ways of coming to know.
Author: Susan D. Dion
Publisher: Purich Books
ISBN: 0774880813
Category : Education
Languages : en
Pages : 289
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Book Description
The Truth and Reconciliation Commission and Indigenous activism have made many non-Indigenous Canadians uncomfortably aware of how little they know about First Nations, Métis, and Inuit peoples. In Braided Learning, Susan Dion shares her approach to engaging with Indigenous histories and perspectives. Using the power of stories and artwork, Dion offers respectful ways to learn from and teach about challenging topics including settler-colonialism, treaties, the Indian Act, residential schools, and the Sixties Scoop. Informed by Indigenous pedagogy, Braided Learning draws on Indigenous knowledge to make sense of a difficult past, decode unjust conditions in the present, and work toward a more equitable future.
Author: Mutale Mulenga Kaunda
Publisher: Lexington Books
ISBN: 1666926256
Category : Political Science
Languages : en
Pages : 173
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Book Description
Using decolonial and postcolonial nego-feminism, Postcolonial Imbusa: Bemba Women's Agency, and Indigenous Cultural Systems examines the daily lives of Bemba women and how imbusa has defined the behaviors and relations between women and men at home, church, and work.
Author: Ehaab Abdou
Publisher: Taylor & Francis
ISBN: 1040095917
Category : Education
Languages : en
Pages : 250
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Book Description
This book brings attention to the understudied and often overlooked question of how curricula and classroom practices might inadvertently reproduce exclusionary discourses and narratives that omit or negate particular cultures, histories, and wisdom traditions. With a focus on representations and classroom practices related especially to ancient and Indigenous wisdom traditions and cultures, it includes unique contributions from scholars studying these questions in various contexts. The book offers a range of important studies from various contexts across the Americas, including Canada, the various member nations of the Caribbean Community (CARICOM), Puerto Rico, and the United States. The various chapter contributions address and discuss nuances of each of the contexts under study. The contributions also help highlight some key commonalities across these contexts, including how dominant discourses and various forces have historically shaped—and continue to shape and reproduce— such omissions, misrepresentations, and marginalization. In addition to seeking to reconcile with some of these ancient and Indigenous wisdom traditions and cultures, the book charts a path forward toward more holistic analytical frameworks as well as more inclusive and balanced representations and classroom practices in these aforementioned geographic contexts and beyond. It will appeal to scholars, researchers, undergraduate, and graduate students with interests in Indigenous education, curriculum studies, citizenship education, history of education, religion, and educational policy.
