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Unsettling Education: Decolonizing and Indigenizing the Land [Mīkstie vāki]

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  • Formāts: Paperback / softback, 408 pages
  • Izdošanas datums: 31-Jul-2024
  • Izdevniecība: Canadian Scholars
  • ISBN-10: 1773384341
  • ISBN-13: 9781773384344
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Unsettling Education: Decolonizing and Indigenizing the LandPalielināt
  • Formāts: Paperback / softback, 408 pages
  • Izdošanas datums: 31-Jul-2024
  • Izdevniecība: Canadian Scholars
  • ISBN-10: 1773384341
  • ISBN-13: 9781773384344
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781773384344.html

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.

Recenzijas

"A valuable, informative, and insightful work. Unsettling Education will provide readers with the opportunity to survey the developing field of decolonization in education with specific focus upon the unique manifestations of Indigenous knowledge and experience that are resident across Canada. Given that many in the field of education are still coming to understand what it means to decolonize school curricula, teacher education, and approaches toward learning, King, O'Reilly, and Lewis's assemblage of diverse perspectives is invaluable." Frank Deer, PhD, Professor, Faculty of Education, University of Manitoba

"This collective work is a home fire of thought, intelligence, and vision. It is a walk, leading humanity into the future. This collection is a powerful guide that serves as a way of coming together with urgency, while remaining intact with love. The spirituality within is the seen and unseen which includes sacred places and spaces, most importantly the land. This gathering of wisdom is the 'unsettling' of education that we all need today." Belinda kakiyosw Daniels, PhD, Assistant Professor, Indigenous Education, University of Victoria

"This text is filled with examples of diverse and varied pathways to unsettling, Indigenizing, and decolonizing. It is an essential read for educators serious about reconciliation and motivated by equity, social justice, and peace." Shelley Rempel, Social Services & Justice Studies, Mohawk College

IntroductionPART I: UNSETTLING


Chapter 1: Let's Unpack That! Decolonization and Indigenization while
Unsettling Settler Academic Practice
Chapter 2: Moving from Uncertainty to Empathy: Reconciliation through
Indigenization
Chapter 3: Red River Removals: Unsights and Hidden Histories of Water Stories
through Critical Place Inquiry and Earth-Based Art
Chapter 4: The Canadian Family Farm: A Case Study of a Settler Colonial lieu
de mémoirePART II: INDIGENIZATION


Chapter 5: Inspiring Success in Indigenous Education in the 21st Century: A
Moral ImperativeEducation as if Children and Youth, Our Relationships, and
the Natural World/Life Mattered
Chapter 6: Sqilxw Woman: She Brings Bundles
Chapter 7: Anishinaabeodziiwin miinwaa Gikendasswin: Anishinaabe Ways of
Knowing and Being through Relationality
Chapter 8: Deyeh Kedziha iyeh Dene Zage Nutsedi si: We
Work Together So the Kaska Language Will Be Strong
Chapter 9: Walking a Common Path: Decolonizing Land-Based Education with the
More-than-Human World
Chapter 10: Relationships and Reciprocity in Mathematics EducationChapter 11:
Co-Creating and Claiming Spaces: Indigenous Language Activists,
Partners/Accomplices/Allies, and Higher Education
Chapter 12: Kiihtahiyamiininak Ochiimakan Tah Kiskenimisowak, "Our Heritage
Language Tells Me Who We Are"PART III: DECOLONIZATION


Chapter 13: Wena ka tapaymish ekwa kakway ka dipayhtamun? (Who Claims You and
What Do You Claim?)
Chapter 14: An Exploration of the Dutiful and Demonized Ikwe (Woman) in
Sacred Story: A Decolonial Allegory on Resistance and Transformational Power
within Education
Chapter 15: Storytelling as Resistance: Indigenous Teacher Education in the
Métis Homeland: Narratives of Love, Culture, and Resistance
Chapter 16: It's About Damn Time: Decolonizing and Indigenizing Possibilities
in Teacher Education
Chapter 17: Story Walk: Indigenous and Decolonial Approach to Reviving
Educational Leadership Praxis
Chapter 18: Land, Belonging, and Rootedness: Home Is in the
StoriesContributor Biographies
Dr. Anna-Leah King is the Chair of Indigenization, the Education Core Studies Chair, and an Associate Professor in the Faculty of Education at the University of Regina. She is Anishnaabekwe from Wikwemikong Unceded Reserve, Manitoulin Island, Ontario.

Dr. Kathleen O'Reilly is a Graduate Program Coordinator and Associate Professor of Indigenous Education at the First Nations University of Canada. Her expertise is in anti-racist pedagogy, Indigenizing teaching and curricula, and Indigenizing the academy.

Dr. Patrick Lewis is a Professor Emeritus of Early Childhood Education at the University of Regina. His research interests include treaty education and Indigenization. In June 2021, he was honoured by the Faculty's Education Indigenous Circle for being a valued contributor.