Indigenous and Decolonizing Pedagogy Resources
Red Pedagogy by
Publication Date: 2004-09-01
This ground breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. The proposed new Red Pedagogy is an insurgent but poetic vision for education, one that is dedicated t the principles of sovereignty, emancipation and equity - for all human beings and the rest of nature.
Colonized Classrooms by
Publication Date: 2014-04-01
In Colonized Classrooms, Sheila Cote-Meek discusses how Aboriginal students confront narratives of colonial violence in the postsecondary classroom, while they are, at the same time, living and experiencing colonial violence on a daily basis. Basing her analysis on interviews with Aboriginal students, teachers and Elders, Cote-Meek deftly illustrates how colonization and its violence are not a distant experience, but one that is being negotiated every day in universities and colleges across Canada.
Culturally Responsive Pedagogy by
Publication Date: 2017-01-22
This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers and researchers in the field of education; teacher educators; and pre- and in-service teachers.
Theses and Dissertations
Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations by
Publication Date: 2002
This article was prepared Dr Marie Battiste, Director Apamwek Institute for the National Working Group on education and the Minister of Indian and Northern Affairs Canada (INAC) Ottawa, ON. It addresses the points on the culture of Indigenous groups in Canada with an emphasis on the complex set of technologies developed and maintained by Indigenous societies. It explores the nature of Indigenous knowledge and pedagogy in First Nations Education. This article also explains the moral principles of and criteria for understanding Indigenous knowledge and for incorporating it into the classroom.
"Pedagogies for decolonizing." Canadian Journal of Native Education by
Publication Date: 2008
This article provides examples of introductory activities that engage students in initial steps in understanding the systemic structure of colonization. Examples of student group responses to the activities are provided. The understandings explored by students through these activities are then taken up through Indigenous literatures in university contexts in order to contribute to the ongoing decolonization of knowledge in the university and to explore indigenous understandings of pedagogies.
The author explores various themes important to the decolonizing of educational practices through discussions of (a) colonizing and decolonizing agendas, (b) disrupting government ideology, (c) decolonizing government and reclaiming Indigenous governance, (e) decolonizing spirituality and ceremony, (f) disrupting colonizing ideologies and decolonizing minds, (g) reconnecting to land, (h) decolonizing history, and (i) community-based education and decolonizing education.
Conclusions drawn include the importance of engaging students in Indigenous pedagogies so that they can find support for transforming understandings through Indigenous literatures and understand strategies and opportunities to decolonize education.
"Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms." Canadian Journal of Higher Education. by
Publication Date: 2017
This case study examines ongoing work to Indigenize education programs at one Canadian university. The history of the academy in Canada has been dominated by Western epistemologies, which have devalued Indigenous ways of knowing and set the grounds for continued marginalization of Indigenous students, communities, cultures, and histories. We argue that institutions of higher learning need to move away from the myopic lens used to view education and implement Indigenizing strategies in order to counteract the systemic monopolization of knowledge and communication. Faculties of education are taking a leading role in Canadian universities by hiring Indigenous scholars and incorporating Indigenous ways of knowing into teacher education courses. Inspired by the 25 Indigenous principles outlined by Maōri scholar Linda Tuhiwai Smith (2012), four Indigenous faculty members from Western Canada document effective decolonizing practices for classroom experience, interaction, and learning that reflect Indigenous values and orientations within their teaching practices.
"Decolonial goals and pedagogies for Indigenous studies." Decolonization: Indigeneity, Education & Society by
Publication Date: 2012
This article explores decolonial priorities in Indigenous Studies, raises questions about the pedagogical approach, and challenges the primary educational goal for students, arguing that Indigenous Studies has become fixated on a simplistic decolonisation of Western knowledge and practices. We put forward a case to prioritise the development of learning dispositions in students that encourage openness to further inquiry and productive ways of thinking in and through complex and contested knowledge terrains. We argue that this pedagogical approach adds a critical dimension to the decolonial task.
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