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.
FEATURES
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
Introduction: From Colonized Classrooms to Transformative Change in the Academy: We Can and Must Do Better!, by Sheila Cote-Meek
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, by Angelina Weenie
Chapter 2: Gii Aanikoobijigan Mindimooyehn: Decolonizing Views of Anishinaabekwe, by Patricia D. McGuire
Chapter 3: Reconciliation through Métissage, by Bryanna Rae Scott
Chapter 4: Indigenous Thinkers: Decolonizing and Transforming the Academy through Indigenous Relationality, by Candace Kaleimamoowahinekapu GallaandAmanda Holmes
Chapter 5: Thinking with Kihkipiw: Exploring an Indigenous Theory of Assessment and Evaluation for Teacher Education, by Dr. Evelyn Steinhauer, Dr. Trudy Cardinal, Dr. Marc Higgins, Dr. Brooke Madden, Dr. Noella Steinhauer, Dr. Patricia Steinhauer, Misty Underwood, andAngela Wolfe, withElder Bob Cardinal
Chapter 6: Centering the Lived Struggle of Indigenous Women in the Academy: A Performance Autoethnography, by Celeste Pedri-Spade
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?, by Lynn Lavallee
Chapter 8: The Dynamics of Decolonization and Indigenization in an Era of Academic “Reconciliation,” by Emily GraftonandJérôme Melançon
Chapter 9: Urban and Inner-City Studies: Decolonizing Ourselves and the University of Winnipeg, by Chantal FiolaandShauna MacKinnon
Chapter 10: Speaking Back to the Institution: Teacher Education Programs as Sites of Possibility, by Fiona Purton, Sandra Styres, and Arlo Kempf
Chapter 11: “If Not Here, Where”?: Making Decolonization a Priority at an Undergraduate University,” by Mary Ellen Donnan, Avril Aitken, andJean L. Manore
Chapter 12: Reconciliation Rainbows and the Promise of Education: Teaching Truth and Redress in Neocolonial Canada, by Michelle Coupal
Chapter 13: Decolonizing Non-Indigenous Faculty and Students: Beyond Comfortable Diversity, by Linda PardyandBrett Pardy
Chapter 14: Reframing Reconciliation: Turning Our Back or Turning Back?, by Keri Cheechoo
Chapter 15: The Future for Indigenous Education: How Social Media is Changing Our Relationships in the Academy, by Taima Moeke-Pickering
Contributor Biographies
Index
Biography
Dr. Sheila Cote-Meek is Anishinaabe from the Teme-Augama Anishnabai, and is the Vice-President, Equity, People and Culture at York University. She is the former Associate Vice-President, Academic and Indigenous Programs at Laurentian University. A leader in Indigenous education Dr. Cote-Meek has focused on bringing about systemic changes that attend to equity, diversity, and inclusion in post-secondary education.
Dr. Taima Moeke-Pickering is a Maori of the Ngati Pukeko and Tuhoe tribes. She is a full professor in the School of Indigenous Relations at Laurentian University where she teaches courses on Indigenous research methodologies, international Indigenous issues, and United Nations and Indigenous social work. She has extensive experience working with international Indigenous communities, evaluative research, big data analysis, and photovoice methodologies.
“What an amazing and insightful gathering of authors. The combination of experiences and knowledge presented in this collection is impressive. Sheila Cote-Meek and Taima Moeke-Pickering have done an outstanding job at bringing together diverse authors’ knowledges, voices, experiences, and practices toward decolonizing and Indigenizing education. Each chapter offers a tidbit within a larger buffet of knowledge. Together they illuminate challenges, changes, and forward actions. Miigwech for presenting this gathering at this time.”
—Kathy Absolon, Director, Centre for Indigegogy, and Associate Professor, Faculty of Social Work, Wilfrid Laurier University
“These strong Indigenous voices provide teachings and empathy for all who venture to speak truth and reconcile the academy. In a time where Reconciliation, Decolonization, and Indigenization are exhausted buzz words, the authors and editors of this work provide a foundation of truth for the academy to build upon. To look back is to traverse forward.”
—Mark Solomon, Dean of Student Services and Indigenous Education, Seneca College
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