Education

Renewal, the second book in the Footbridge series, guides K–12 educators in bringing Indigenous voices and the philosophy, principles, and practices of Indigenous land-based education into their teaching. This text encourages educators to:

• respectfully renew their own relationships with land directly engage students with the land, no matter where they are located
• guide students in learning through observation, listening, and discussion and to take action in response
• honour diverse ways of knowing and being
• understand historic injustices and engage with the contemporary Land Back movement

Through critical engagement with diverse written and visual works created by Indigenous leaders, land defenders, scholars, and Knowledge Keepers, experienced educators Christine M'Lot and Katya Adamov Ferguson support readers in connecting with Indigenous perspectives on land and water. They offer guidance on bringing Indigenous works into the classroom, including concrete ways to facilitate discussions around land-based topics, advice for land-based activities, and suggestions for how students can engage with these topics through inquiry learning.

In this resource, you will find:

• prompts for individual reflection and group discussion
• valuable concepts and methods that can be applied in the classroom and beyond
• practical action steps and resources for educators, parents, librarians, and administrators

Use this book as a springboard for your own learning journey or as a lively prompt for dialogue within your professional learning community.

Reviews
"Renewal lays out a simple and practical approach to land-based education. It works from the premise that land-based education is not simply “taking the classroom outside,” but is about "education on the land, about the land, and from the land.” The spiritual foundation of earth-based cultures is about living in your place as one small, equal part of the land (land being the entirety of air, earth, water, living beings, and spirits), a foundation common to most Indigenous cultures on this planet. I hope that others adopt it in their journey to become more holistic educators and maybe even make a positive difference in shaping how we humans interact with the land." — Dr. Garry Merkel, Director, Centre of Indigenous Land Stewardship, The University of British Columbia

Educator & Series Information
For use with grades K to 12.

This book is part of The Footbridge Series. This series aims to bridge curricular outcomes with Indigenous-centered content and perspectives from across Turtle Island. Like a footbridge, this series is intended to provide a path between Indigenous worldviews and the classroom, engaging differences, including tensions, and highlighting the importance of balance, all while helping teachers integrate Indigenous perspectives into multiple disciplines within the K-12 education system. 

Contributions by Nicki Ferland, Peatr Thomas, Tyna Legault Taylor, Shannon Webb-Campbell, Tasha Beeds, Sonny Assu, Shalan Joudry, Tricia Logan, Dakota Bear, Shirli Ewanchuk, Dan Henhawk, Réal Carrière, Hetxw'ms Gyetxw Brett D. Huson, Reanna McKay (Merasty)

Photographs by Inuksaq Angotingoar, Makayla Aupaluktuq, Brendan Kingilik, Carina Kingilik, Kyle Lareau, Quin Mikkungwak, Narkyagik, Kaylee Rumbolt, Marissa Scottie, Nathan Snow, Connor Tagoona-Niego, Koen Tapatai, and Shelly Tunguaq

Additional Information
224 pages | 7.00" x 10.00" | Paperback

A dynamic framework for the development of an Indigenous strategy that shares the engaging story of ii’taa’poh’to’p at the University of Calgary.

The University of Calgary’s Indigenous strategy, ii’taa’poh’to’p, lays the path for a journey of transformation and renewal for truth and reconciliation through ways of knowing, doing, connecting, and being.

The Story of ii’ taa’poh’to’p is the story of the creation of the University of Calgary’s Indigenous Strategy. The result of an enlightening process of relationship building and deep learning and listening, it required the intentional and careful creation of parallel paths for institutional and Indigenous frameworks to create the strategy. Authentic conversations occurred in the ethical space between the parallel paths, allowing for increased understanding of differences and similarities between cultures.

This book captures powerful and emotional stories that emphasize the importance of reconciliation and decolonizing organizations. It demonstrates that trusting relationships can be developed between Indigenous and non-Indigenous relatives and lays out a dynamic framework and approach for the development of an Indigenous strategy.

The Grandparents of ii’ taa’poh’to’p welcome readers to learn from their experience. They share insightful lessons about the importance of being relational; honouring ways of knowing and doing from other cultures; developing generational strategies that persist over time; understanding the impacts of fear; and making assumptions about people’s prior knowledge. They discuss how relationship building through deep listening across cultures is essential to the development of an Indigenous strategy. The Story of ii’ taa’poh’to’p is essential reading for all those interested in the development of an Indigenous strategy in the pursuit of truth and reconciliation.

Educator Information
About the Authors: The Grandparents of ii ’taa’poh’to’p are a collective of leaders from diverse cultural backgrounds and experiences who guided the development of the Indigenous strategy at the University of Calgary. 

Additional Information
176 pages | 6.00" x 9.00" | Paperback

Dangling in the Glimmer of Hope: Academic Action on Truth and Reconciliation demonstrates actions academics have taken in relation to some of the Calls to Action of the Truth and Reconciliation Commission. Poetry, short stories, and children’s stories sit alongside scholarly chapters, mixing personal and academic voices to challenge and engage both the head and the heart about what Truth and Reconciliation—and the Calls to Action—require of us all.

Garry Gottfriedson, Victoria Handford, and their collaborators invite readers not only to explore the diverse facets of Indigenous identity, but also to embark on a transformative, collective journey towards mutual understanding and respect.

Contributions by Dorothy Cucw-la7 Christian, Georgann Cope Watson, Garry Gottfriedson, Victoria (Tory) Handford, Sarah Ladd, Patricia Liu Baergen, Tina Matthew, Rod McCormick, Gloria Ramirez, Fred Schaub, and Bernita Wienhold-Leahy.

Educator Information
Table of Contents
Land Acknowledgement
In Your Canada—A Thousand and Counting by Garry Gottfriedson
About the Cover Photograph
List of Poems
List of Figures
List of Tables
Foreword by Dorothy Cucw-la7 Christian

Introduction by Garry Gottfriedson and Victoria Handford

SECTION 1
Language and Culture Calls to Action

Returning from School by Garry Gottfriedson
Disrupting Colonial Practices through Indigenous Language Learning and Research by Gloria Ramirez

SECTION 2
Health Calls to Action

lessons by Garry Gottfriedson
Grave Concerns by Rod McCormick
A Walk Together by Bernita Wienhold-Leahy
Health Care Practices by Bernita Wienhold-Leahy

SECTION 3
Education for Reconciliation Calls to Action

KIRS Curriculum by Garry Gottfriedson
Change Begins with a Whisper by Georgann Cope Watson

SECTION 4
Business and Reconciliation Calls to Action

Too Much by Sarah Ladd
Cultural Dissonance: Job Interviewing and Indigenous Candidates by Sarah Ladd

SECTION 5
Commemoration Calls to Action

An Unholy Act by Garry Gottfriedson
Debwewin by Victoria Handford
Red Bridge by Victoria Handford

SECTION 6
Newcomers to Canada Calls to Action

The Flesh of Ice by Garry Gottfriedson
Encounters by Fred Schaub
Reconciliation and Decolonization: From the Shadows of Settler Shame to the Generosity of an Ethical Relationality by Fred Schaub
Exploring Curriculum as a Lived Experience of Poetic Dwelling in between Place Stories by Patricia Liu Baergen

Afterword by Tina Matthew
Contributors
Appendices

Additional Information
232 pages | 6.00" x 9.00" | 20 photos | Paperback

In 2004, settler scholar Emanuelle Dufour became aware of a “silence” with regard to residential schools and ongoing colonialism, systemic racism, inadequate curricular material in schools, and sought to find answers by meeting with community members, Elders, spokespeople, students, professionals, families, and many others.

Dufour is an artist at heart, and the product of her findings became a “carnet de rencontres,” a notebook of coming-togethers, in which her fifty+ interlocutors are rendered “speaking,” quite literally, on and within the pages, while advocating for the importance of Indigenous cultural security within the education system. Their presence is undeniable, and their voices carry the narrative.

Originally published as C'est le Québec qui est né dans mon pays!, this translation creates a bridge, from one colonial language to another, that will enable conversations across and beyond spaces and languages. It aims to shed light on colonial mainstream narratives in Canada and, more precisely, in Québec, by considering the politics of linguistic hegemony and the double exiguity that Indigenous peoples often find themselves in, calling for a better understanding of how the province’s specific colonial history has had a profound and continued impact on its 11 Indigenous Nations. This book’s unusual (academically-speaking) form as a “carnet”, or diary, becomes an anthology of statements of witnessing, which, coupled with the illustrative narrative, bears its decolonizing mission. Quebec Was Born in My Country! ultimately is about foregrounding common and collective experiences, with the crucial goal of furthering education.

Educator & Series Information
This graphic novel that explores colonial history in Québec is part of the Indigenous Imaginings series.

Translated by Sarah Henzi.

Additional Information
216 pages | 9.00" x 12.00" | Paperback 

Indigenous Knowledges and Higher Education in Canada explores the intricate relationship between Indigenous knowledges and the evolving landscape of higher education in Canada, revealing their profound influence in shaping institutional policies, practices, and cultures. Grounded in decolonial perspectives, the book addresses the persistent struggle within universities to confront ongoing colonialism and achieve systemic change.

Focused on shifts in institutional governance, policy, teaching, research, innovation, and culture, the book draws on extensive document analysis and personal narratives of Indigenous individuals across various Canadian universities. Embracing a decolonial perspective, it underscores the resilience of Indigenous communities in challenging traditional paradigms of higher education. The book reveals how, through critical grassroots efforts, Indigenous peoples are reclaiming their rightful place in academia, reshaping institutional dynamics from the ground up. It argues that the emergence of Indigenous knowledges within academia is the result of proactive and ongoing efforts by Indigenous individuals asserting their presence in Canadian higher education.

Ultimately, Indigenous Knowledges and Higher Education in Canada advocates for a path of decolonization through intentional learning and unlearning, envisioning a future where Indigenous voices and perspectives are authentically centred in the fabric of academic discourse and practice.

Educator Information
Table of Contents

Figures and Tables
Acknowledgments

Prologue
Part I: Empowering Quotes
Part II:
Colonialism and the University
Indigenous Knowledges and the University
Theorizing Institutional Change from a Decolonial Perspective
Governance and Policy
Institutional Climate
Teaching and Learning Approaches
Research
Innovation
Conclusion: Indigenous Knowledges as Catalyst for Decolonial Change in Canadian Higher Education

References
Index

Additional Information
272 pages | 6.00" x 9.00" | Paperback

A collection of graduate research by Indigenous social work scholars.

Stitching Our Stories Together showcases emerging scholars who, by centering their own nations, communities, and individual realities, demonstrate how Indigenous knowledges can challenge settler ideas and myths around pan-Indigeneity.

This collection is bookended with reflections from the scholars’ thesis supervisors, who describe their philosophy of mentoring and supporting students through an Indigenous lens, and how their pedagogies embrace the significance of relationality in Indigenous worldviews.

Stitching Our Stories Together points toward a future where Indigenous ways of knowing and being take their rightful place in spaces of higher learning and social work practice—a necessary intervention in a discipline that has historically been complicit in colonialist harm.

Reviews
“For those wanting to learn about the next thread shaping the tapestry of Indigenous scholarship, Stitching Our Stories Together is a must read.” —Margaret Kovach, University of British Columbia

“These teachings of Indigenous ways of knowing and being, written by Indigenous graduate students who share their ideas, stories, and life experiences, open the door for new ways of doing within academia, within social work practice, and within broader society.” —Dr. Sheri M. McConnell, Memorial University

“The profound and transformative impact of Indigenous senior scholars uplifting Indigenous graduate students pursuing thesis research is truly remarkable...The intergenerational exchange of knowledge and support creates a powerful legacy, ensuring that the voices and perspectives of Indigenous scholars continue to flourish and inspire future generations.” —Dr. Amanda LaVallee

Educator Information
Table of Contents

Acknowledgements xi
Introduction by Catherine Richardson and Jeannine Carrièrexiii

1. Supervision and Mentoring: Beyond the Destination 1
Jeannine Carrière and Catherine Richardson

PART ONE. EMBEDDING CHILD WELFARE RESEARCH INTO INDIGENOUS METHODOLOGIES

2. Researching Culturally Informed Approaches: Supporting Indigenous Youth Aging Out of Ministry Care 25
Robert Mahikwa

3. A Métis Grandmother’s Knowledge: Stories of Grandmother Teachings and Métis Child Welfare in British Columbia 45
Shelley Lafrance

4. An Inquiry Into the Stories of Indigenous Fathers and Their Paths Into Fatherhood: A Narrative Analysis Conducted With Kwakwaka’wakw Fathers 71
Tanille Johnston

PART TWO. ARTS-BASED KNOWLEDGES AND PRACTICES

5. centring stories by urban indigiqueers/trans/two-spirit people and indigenous women: on practices of decolonization, collective care, and self-care 91
mel lefebvre

6. Stitching Ourselves Back Together: Urban Indigenous Women’s Experience of Reconnecting with Identity through Beadwork 123
Shawna Bowler

7. Reconstituting Indigenous Identities through Portraiture and Storytelling: Reclaiming Representation for Indigenous Women and Two-Spirit People 145
Juliet Mackie

PART THREE. INDIGENOUS BODIES AND MEANING MAKING

8. Dancing My Way Home: Cultural Reclamation Through the Embodiment of the Michif Language 167
Victoria May

9. Researching Through miyo ohpikinâwasowin (Good Child-Rearing): A Framework for Knowledge Emergence and Transmission 203
Lindsay DuPré

10. Fat Bodies in Space: Explorations of an Alternate Narrative 219
N. Katie Webb

Conclusion by Jeannine Carrière and Catherine Richardson239
Epilogue 253
Contributors 257

Additional Information
336 pages | 6.00" x 9.00" | Paperback 

What does it mean to be Secwepemc? And how can an autobiographical journey to recover Secwepemc identity inform teaching and learning? Drumming Our Way Home demonstrates how telling, retelling, and re-storying lived experiences not only passes on traditional ways but also opens up a world of culture-based learning.

Georgina Martin was taken from her mother not long after her birth in a segregated tuberculosis hospital. Her experience is representative of the intergenerational trauma inflicted by the Canadian state on Indigenous peoples. Here she tells her story and invites Elder Jean William and youth Colten Wycotte to reflect critically on their own family and community experiences. Together they journey, exchanging thoughts about personal and collective identity, culture and language, and the challenging process of gaining traditional knowledge.

This process of reaching into memories not only uncovers the pain of separation from culture but also provides a powerful example of reconnection through healing, affirmation, and intergenerational learning. Throughout this journey, Georgina Martin is guided by her hand drum, reflecting on its use as a way to uphold community protocols and honour teachings.

Drumming Our Way Home is evidence of the value of storytelling as pedagogy, demonstrating that it can offer vital lessons in teaching, learning, and meaning making.

This significant contribution to Indigenous pedagogical methodology is an excellent resource for educators, education students, and eduational policy makers. It should also be read by scholars and students in Indigenous studies and anthropology. Those in the helping fields of social work and health, education, and sociology will find the narrative of a personal healing journey inspiring and informative.

Reviews

Additional Information
176 pages | 6.00" x 9.00" | 7 b&w photos, 1 map | Paperback

An invaluable resource for educators looking to actively participate in reshaping education to include historically silenced voices in the classroom.

Re-Storying Education is a process of dismantling old narratives taught in education and rebuilding new narratives that include all the voices that have created this place known as Canada today. This vital and timely book outlines how colonialism has shaped both the country and the public school system. Re-Storying Education uses an Indigenous lens, offering ways to put Indigenous education, history, and pedagogy into practice. It invites readers into an open dialogue in the pursuit of a more inclusive and just educational landscape.

Drawing from her own experiences as an Indigenous student, educator, and administrator, in public and band-operated school systems, Indigenous academic Carolyn Roberts offers a deep understanding of how to support educators with Indigenous education and to create a nurturing and inclusive environment for all students. Re-Storying Education brings wider perspectives, connections to the land and the people of this land, and a deeper understanding of how relationships to these can change the educational experience for all students.

Re-Storying Education contains valuable lesson and assessment ideas, fostering the development of a critical lens in education. Roberts offers questions for self-reflection, suggestions for professional action, recommended resources for further learning, personal stories and anecdotes, insights from her own decolonizing teaching practices, and playlists that reflect the spirit of the work and that uplift Indigenous voices.

This is a must-have resource for all educators and change-makers in education today!

Reviews
"A gentle yet thorough overview and introduction, Re-Storying Education is packed with history and context to help educators decolonize their practices. Carolyn Roberts has written an excellent resource for navigating often-fraught waters, turning potential struggle into a hopeful journey of discovery and reconciliation." — Eden Robinson, bestselling author of the Trickster trilogy

"Woven in these pages is a masterful contribution to the field of education and to those who work in educating hearts, minds and spirits. I found myself lit up, excited, eager to turn each page and also inspired to slow down, reflect and let all the beauty in the pages find their rightful place in my own learning. Carolyn invites us to go on a journey with her, to be in relationship with her as we learn, unlearn, relearn and ignite our excitement in the joy of education. Re-Storying Education is full of knowledge, wisdom, truths and stories and will influence education for generations to come." — Monique Gray Smith, bestselling author of I Hope

Additional Information
224 pages | 5.50" x 8.50" | Paperback

At its core, Indigenous Child and Youth Care: Weaving Two Heart Stories Together is about unity. It seeks to create a heart-to-heart practice by bridging Indigenous ways of knowing with Western Child and Youth Care practices, encouraging students to approach their work with a more open understanding of First Nations, Métis, and Inuit worldviews.

Author Cherylanne James guides students through self-location by dismantling their pre-existing biases regarding Indigenous Peoples, understanding personal privilege and power, educating themselves on Canadian and Indigenous history and contexts, and learning about the pervasive impacts of colonialism. Students will cultivate a practice that encourages ethical spaces of engagement while steering away from surface-level or disingenuous interactions.

The text applies concepts and theories such as relational accountability, interconnectivity, resurgence, community-centred approaches, wise practices, relationship-building, anti-oppression, anti-racist, and social justice frameworks to enrich CYC practices and prepare students to engage with Indigenous children, youth, and families in an informed, meaningful way.

Indigenous Child and Youth Care is designed as a journey, wherein the student reflects while they learn and grow as a CYC professional. It includes a variety of pedagogical features that catalyze thoughtful interaction with the material, such as a glossary, discussion questions, reflective practice question boxes, and additional resources for further learning. This is a powerful and vital text for college and university students in Child and Youth Care and Human Services.

Features

• unites Indigenous worldviews, histories and knowledge systems with western Child and Youth Care practices
• exposes students to pre-existing colonial and racist power structures while introducing them to Indigenous concepts and theories for inclusive practice
• contains a broad variety of pedagogical features, including a glossary, reflective practice questions, discussion questions, activities, and additional resources

Educator Information
Table of Contents
Acknowledgements
Introduction

SECTION 1 CONTEXT FOR INDIGENOUS CHILD AND YOUTH PRACTICES
Chapter 1 Self-Location
Chapter 2 Storying Identity
Chapter 3 Living History
Chapter 4 Wise Practice: The Self (Part 1)
Chapter 5 Wise Practice: Working within Spaces and with Others (Part 2)

SECTION 2 CHALLENGES
Chapter 6 Canadian Child Welfare’s Impact on Indigenous Children, Families, and Communities
Chapter 7 MMIWG2S People and Gender-Based Violence
Chapter 8 Trauma
Chapter 9 Legislation, Calls to Action, and Policy

SECTION 3 CHILD, YOUTH, FAMILY, AND COMMUNITY APPROACHES
Chapter 10 Heart-Centred Practice: Fostering Love through Indigenous Approaches to Child and Youth Work
Chapter 11 Supporting Kinship and Family Relations
Chapter 12 Community Wellness: Land, Water, Language, and Community
Chapter 13 Resurgence and Resistance: Re/Centring Indigenous Children and Youth through Strength-Based Approaches
Closing Heart-to-Heart Practice

Child and Youth Care Certification Board
Glossary
Index

Additional Information
308 Pages | 6.75" x 9.75" | Paperback

Academia remains an unwelcoming space for Indigenous scholars. What space it does cede to Indigenous knowledge is dictated and narrowly defined. W̱SÁNEĆ scholar Jack Horne, author of TOL, NEW̱ SEN TŦE SOȽ: I Know the Road articulates his own negotiation with academia:

“In response to the question of how I, a W̱SÁNEĆ artist and scholar, use embodied W̱SÁNEĆ knowledge in my artistic and academic work, this book advocates for a move away from standard social sciences theories, methodologies and paradigms while forcefully insisting on a W̱SÁNEĆ paradigm.”

To accomplish this constructive goal, Horne argues, “requires a negotiation of embodied W̱SÁNEĆ knowledge, performance studies theory, and western eurocentric social sciences paradigms.”

Written through beautiful storytelling practices with this goal in mind, TOL, NEW̱ SEN TŦE SOȽ: I Know the Road is thus part personal and cultural history, and part contemporary critique. Horne uses a variety of research, letters, and even fragments from his plays, to create a compelling challenge to outmoded academic structures, proposing an alternative that embraces and tools historically suppressed W̱SÁNEĆ ways of knowing. Not only does Horne’s writing confront white supremacy and anti-Indigenous racism in academia, it offers material alternatives to status quo, white-centric pedagogy. With its focus on W̱SÁNEĆ history and knowledge practices, this book offers a praxis of Indigenous knowledge and performance study theory that delivers a unique and deeply valuable pedagogic project.

Additional Information
216 pages | 5.50" x 8.50"| Paperback

Honouring the scholarship of Métis matriarchs

While surveying the field of Indigenous studies, Laura Forsythe and Jennifer Markides recognized a critical need for not only a Métis-focused volume, but one focused on the contributions of Métis women. To address this need, they brought together work by new and established scholars, artists, storytellers, and community leaders that reflects the diversity of research created by Métis women as it is lived, considered, conceptualized, and re-imagined.

With writing by Emma LaRocque and other pioneers of Métis studies, Around the Kitchen Table looks beyond the patriarchy to document and celebrate the scholarship of Métis women. Focusing on experiences in post-secondary environments, this collection necessarily traverses a range of methodologies. Spanning disciplines of social work, education, history, health care, urban studies, sociology, archaeology, and governance, contributors bring their own stories to explorations of spirituality, material culture, colonialism, land-based education, sexuality, language, and representation. The result is an expansive, heartfelt, and accessible "community of Métis thought," as articulated by Markides.

Reverent and revelatory, this collection centres the strong aunties and grandmothers who have shaped Métis communities, culture, and identities with teachings shared in classrooms, auditoriums, and around the kitchen table.

Reviews
"Inspiring, healing, and future-facing, this long overdue book gives us valuable new insights into the histories and identities of Métis people." — Kim Anderson

"Around the Kitchen Table is an exciting and thought-provoking contribution to the fields of Métis Studies and Indigenous feminism. Reading this book is like sitting down to visit with a strong cup of tea and your favourite aunties. It will inspire readers to think about matriarchy in new and exciting ways, teaching us what it means to be Métis women, good relatives, and innovative scholars." — Cheryl Troupe

Educator Information
Other contributors: Jennifer Adese, Christi Belcourt, Hannah Bouvier, Rita Bouvier, Vicki Bouvier, Robline Davey, Leah Marie Dorion, Marilyn Dumont, Nicki Ferland, Chantal Fiola, Lucy Fowler, Chelsea Gabel, Janice Cindy Gaudet, Emily Haines, Shalene Jobin, Emma LaRocque, Amanda LaVallee, Lynn Lavallee, Avery Letendre, Kirsten Lindquist, Yvonne Poitras Pratt, Angela Rancourt, Lisa Shepherd, Allyson Stevenson, Kisha Supernant, Caroline Tait, Angie Tucker, Dawn Wambold

Table of Contents

Contributors
Foreword by Caroline Tait
The Work of Métis Women: An Introduction – Jennifer Markides

Part One: Identity

1. Brown Names – Marilyn Dumont
2. We Know Ourselves – Lisa Shepherd
3. Kaa-waakohtoochik: The Ones Who Are Related to Each Other – Vicki Bouvier
4. The Roots Always Remain: Reconnecting to Our Communities in the Twenty-First Century – Angie Tucker
5. For the Love of Place―Not Just Any Place: Selected Metis Writings – Emma Larocque
6. Coming Home through Métis Research – Allyson Stevenson
7. Valuing Métis Identity in the Prairies through a “5 R” Lens: Our Digital Storytelling Journey – Chelsea Gabel and Amanda LaVallee
8. Prenatal/Postpartum Ceremonies and Parenting as Michif Self-Determination – Chantal Fiola
9. Medicine Women – Jennifer Adese
10. Lii Michif – Lisa Shepherd

Part Two: Women in the Academy

11. Metis Women as Contributors to the Academy Despite Colonial Patriarchy – Laura Forsythe
12. Connecting to Our Ancestors Through Archaeology: Stories of Three Métis Women Academics – Kisha Supernant, Dawn Wambold, and Emily Haines
13. Métis Women Educating in the Academy – Yvonne Poitras Pratt and Jennifer Markides
14. Structural and Lateral Violence Toward Metis Women in the Academy – Lynn Lavallee

Part Three: Research Methodology

15. Métis Research and Relationality: Auntie Governance, the Visiting Way, and Kitchen Table Reflections – Kirsten Lindquist, Shalene Jobin, Avery Letendre
16. Lii Taab di Faam Michif/Metis Women’s Kitchen Table: Practicing Our Sovereignty – Cindy Gaudet and Angela Rancourt
17. Wahkotowin: An Approach to Indigenous (Land-Based) Education – Nicki Ferland
18. Kaa-natoonamaan taanshi chi-ishi-natoonikeeyaan: My Search for how to Research Things (in a Queer Métis paradigm) – Lucy Fowler
19. Differentiating Métis Feminism – Robline Davey
20. Celebrating the Wisdom of Our Métis Matriarchs: Sewing Our Wellness All Together—Kood Toot Aansamb – Leah Dorion, Janice Cindy Gaudet, Hannah Bouvier
21. if the land could speak – Rita Bouvier

Bibliography
Art – Christi Belcourt

Additional Information
200 pages | 6.00" x 9.00" | index, bibliography | Paperback

Breaks the deafening silence of Indigenous women’s voices in academic leadership positions.

Since the 2015 release of the report on the Truth and Reconciliation Commission of Canada, new Indigenous policies have been enacted in universities and a variety of interconnecting Indigenous senior administrative roles have been created. Many of these newly created roles have been filled by Indigenous women. But what does it mean for Indigenous women to be recruited to Indigenize Western institutions that have not undergone introspective, structural change?

Informed by her own experiences and the stories of other Indigenous women working in senior administrative roles in Canadian universities, Candace Brunette-Debassige explores the triple-binding position Indigenous women often find themselves trapped in when trying to implement reconciliation in institutions that remain colonial, Eurocentric, and male-dominated. The author considers too the gendered, emotional labour Indigenous women are tasked with when universities rush to Indigenize without the necessary preparatory work of decolonization.

Drawing on an Indigenous feminist decolonial theoretical lens and positioning Indigenous story as theory, Brunette-Debassige illustrates how Indigenous women can and do preserve and enact their agency through resistance, and help lead deeper transformative changes in Canadian universities. Ultimately, her work provides a model for how reconciliation and Indigenization can be done at an institutional level.

Reviews
“This book helped me make sense of the ‘trickiness’ of my own experiences as an Indigenous woman in Canadian universities.” —Kim Anderson, University of Guelph

Additional Information
320 pages | 6.00" x 9.00" | Paperback

How educators can respond to the Truth and Reconciliation Commission’s Calls to Action

Educators have a special role in furthering truth and reconciliation practices in education, but many struggle to understand exactly what that means and how to accomplish it. Reconciliation through education is grounded in the amplification of Indigenous voices as the spark of authentic reconciliatory practices, as well as the understanding that everyone can gain insights through reconciliation practices and relationships.

Springing from a master’s certificate program at the University of Calgary called Indigenous Education: A Call to Action, this book explores stories from alumni, program designers, and instructors who have taken a deliberate and active role in responding to the TRC’s Calls to Action through education. Section I contains useful chapters on program design and concepts, while section II presents a collection of inspirational and thought-provoking personal stories and reflections from Indigenous and non-Indigenous educators.

This is a resource written by educators for educators wishing to embark on their own journeys of truth and reconciliation in their personal and professional lives. Join the reconciliatory education community in courageously teaching, learning, and acting, just as the educators in this collected volume are doing.

Additional Information
240 pages | 6.00" x 9.00" | Paperback

A manifesto for the future of Indigenous Education in Canada

In Reclaiming Anishinaabe Law Leo Baskatawang traces the history of the neglected treaty relationship between the Crown and the Anishinaabe Nation in Treaty #3, and the Canadian government’s egregious failings to administer effective education policy for Indigenous youth—failures epitomized by, but not limited to, the horrors of the residential school system.

Rooted in the belief that Indigenous education should be governed and administered by Indigenous peoples, Baskatawang envisions a hopeful future for Indigenous nations where their traditional laws are formally recognized and affirmed by the governments of Canada. Baskatawang thereby details the efforts being made in Treaty #3 territory to revitalize and codify the Anishinaabe education law, kinamaadiwin inaakonigewin. Kinamaadiwin inaakonigewin considers education wholistically, such that it describes ways of knowing, being, doing, relating, and connecting to the land that are grounded in tradition, while also positioning its learners for success in life, both on and off the reserve.

As the backbone of an Indigenous-led education system, kinamaadiwin inaakonigewin enacts Anishinaabe self-determination, and has the potential to bring about cultural resurgence, language revitalization, and a new era of Crown-Indigenous relations in Canada. Reclaiming Anishinaabe Law challenges policy makers to push beyond apologies and performative politics, and to engage in meaningful reconciliation practices by recognizing and affirming the laws that the Anishinaabeg have always used to govern themselves.

Reviews
"Leo Baskatawang offers a passionate call for Indigenous self-determination and a reclamation of Anishinaabe education law and practice in raising up the next generation. This book can be used to envision a future that uses Indigenous treaties to drive systemic change in education."— Brittany Luby

Additional Information
240 pages | 6.00" x 9.00" | b&w illustrations, maps, index, bibliography | Paperback | 

Power through Testimony documents how survivors are remembering and reframing our understanding of residential schools in the wake of the 2007 Indian Residential Schools Settlement Agreement and the Truth and Reconciliation Commission (TRC), a forum for survivors, families, and communities to share their memories and stories with the Canadian public. The commission closed and reported in 2015, and this timely volume reveals what happened on the ground.

Drawing on field research during the commission and in local communities, the contributors reveal how survivors are unsettling colonial narratives about residential schools and how the churches and former school staff are receiving or resisting the “new” residential school story. Part 1 details how residential schools have been understood and represented by various groups and individuals over time and how survivors’ testimonies at the commission are changing those representations. Part 2 examines whether the stories of abuse and trauma now circulating are overpowering less sensational stories, preventing other voices and memories from surfacing in local communities. Part 3 explores how the churches and former school staff have received this new testimony and what their response means for future relations with Aboriginal peoples across the country.

Power through Testimony shows that by bringing to light new stories about residential schools and by encouraging the denunciation of other historical wrongs, the TRC was more than a symbolic act. Ultimately, however, the contributors question the power of the TRC to unsettle dominant colonial narratives about residential schools and transform the relationship between Indigenous people and Canadian society.

As one of the first books published on Canada’s Truth and Reconciliation Commission, Power through Testimony will be of interest to students and scholars of Aboriginal studies, anthropology, and colonial studies and all Canadians interested in transitional justice and human rights.

Educator Information
Contributors: Janice Cindy Gaudet, Cheryl Gaver, Robyn Green, Jula Hughes, Lawrence Martin/Wapistan, Charles R. Menzies, Arie Molena, Ronald Niezen, Simone Poliandri, and Eric Taylor Woods

Additional Information
252 pages | 6.00" x 9.00"

In 1867, Canada’s federal government became responsible for the education of Indigenous peoples: Status Indians and some Métis would attend schools on reserves; non-Status Indians and some Métis would attend provincial schools. The chapters in this collection – some reflective, some piercing, all of them insightful – show that this system set the stage for decades of broken promises and misguided experiments that are only now being rectified in the spirit of truth and reconciliation. The contributors individually explore what must change in order to work toward reconciliation; collectively, they reveal the possibilities and challenges associated with incorporating Traditional Knowledge and Indigenous teaching and healing practices into school courses and programs.

Reviews
"This book provides innovative reflections on long-standing issues in Indigenous education in Canada and suggests possible pathways to address the educational debt that Canada owes Indigenous peoples. I recommend it to educators, students, and administrators, to anyone interested in learning about the history of residential schools, and to all readers who are interested in reconciliation and decolonisation." — Valentina de Riso, Nottingham Trent University, British Journal of Canadian Studies

"There is no doubting the importance of the subject tackled by this edited collection... In eleven highly diverse chapters, plus a substantial introduction by editor Sheila Carr-Stewart, this collection seeks to shed light on the mechanisms of educational exclusion and sound out the prospects for a different kind of education in the future." — Mark Fettes, Simon Fraser University, University of Toronto Quarterly

"Readers who are new to the topic, such as practicing teachers who wish to enhance their responsiveness to Indigenous students or undergraduate history majors, will gain accessible historical and policy context, alongside complex and nuanced representations of the challenges that pervade Indigenous education today." — Heather E. McGregor, Historical Studies in Education

"Knowing the Past, Facing the Future is critical reading for those invested in Indigenous education, as all Canadians ought to be. By confronting colonialism and racism as they intersect with reconciliation, the contributors of this collected work address the role and responsibility of education in decolonizing a society. I recommend this book be read by all educators."— Margaret Kovach, author of Indigenous Methodologies: Characteristics, Conversations, and Contexts

"New and seasoned readers to Indigenous education in Canada will value how the authors tackle old issues in new ways, uncover challenges that have been ignored, and present innovative possibilities that learn from the past for a much better future."— Jo-ann Archibald (Q’um Q’um Xiiem), co-editor of Decolonizing Research: Indigenous Storywork as Methodology

"This must-read collection of essays provides needed historic reflections on treaties and Indigenous peoples’ aspirations for education, and much needed insight, support, and research to address the reconciliation agenda and correct the longstanding educational debt owed Indigenous peoples."— Marie Battiste, author of Decolonizing Education: Nourishing the Learning Spirit

Educator Information
Contributors: Jonathan Anuik, Michael Cottrell, Karlee D. Fellner, Rosalind Hardie, Darryl Hunter, Harry Lafond, Solange Lalonde, Brooke Madden, Yvonne Poitras Pratt, Jane P. Preston, Larry Prochner, Noella Steinhauer

Additional Information
312 pages | 6.00" x 9.00" | Paperback

The legacy of residential schools has haunted Canadians, yet little is known about the day and public schools where most Indigenous children were sent to be educated. In What We Learned, two generations of Tsimshian students – elders born in the 1930s and 1940s and middle-aged adults born in the 1950s and 1960s – add their recollections of attending day schools in northwestern British Columbia to contemporary discussions of Indigenous schooling in Canada. Their stories also invite readers to consider traditional Indigenous views of education that conceive of learning as a lifelong experience that takes place across multiple contexts.

Reviews
"Helen Raptis has written an important book about Tsimshian educational history. It is also a book about building research relationships with Indigenous communities. It is a work that recognizes, implicitly, that Indigenous history does not run in a straight line but is more liquid and circular. The journey to understand the Indigenous past requires deft canoe navigation through riptides and crosscurrents, past colonization’s half-submerged debris. Landing on the beach, one discovers no conventional separation between past, present, and future. There are only the stories—the stories and the sacred landscape." — Michael Marker, University of British Columbia, History of Education Quarterly, Vol. 57 No. 1, February 2017

Educator Information
Helen Raptis is an associate professor in the Faculty of Education at the University of Victoria. The members of the Tsimshian Nation are Mildred Roberts, Wally Miller, Sam Lockerby, Verna Inkster, Clifford Bolton, Harvey Wing, Charlotte Guno, Don Roberts Junior, Steve Roberts, Richard Roberts, Carol Sam, and Jim Roberts

Additional Information
224 pages | 6.00" x 9.00" | Paperback

Drawing upon a variety of academic sources as well as personal and professional experiences, Dr. Michell, a member of the Barren Lands First Nation, offers a book designed to assist educators in coming to understand the larger frameworks of Cree ontology (ways of seeing the world and one’s place in it), epistemology (ways of understanding knowledge), and methodologies (ways of teaching).

While Dr. Michell’s book is a specific example of Cree culture, from northern Saskatchewan, the message is most certainly transferable beyond the Barren Lands First Nation example, and as such, offers readers entry into thinking about how to make bridges between diverse ways of knowing that is applicable cross-culturally.

Reviews
"The book Cree Ways of Knowing and School Science provides a good personal description of Cree culture and how it can improve science teaching in the classroom for First Nations students. Drawing from his experience in Northern Saskatchewan, Dr. Michell illustrates the importance of hands-on experience for students and the need to relate what they are learning in the classroom to their culture. Most importantly, Dr. Michell promotes taking the students to the knowledge holders (the Elders) and to the natural teaching lab (the land), thus incorporating traditional knowledge in the teaching of science. Elders are an essential component in this endeavour. This book will be of interest to current and prospective teachers as well as to anyone interested in cross-cultural experiences and learning. This book provides a timely contribution to the question of how to improve educational outcomes for First Nations students, a critical issue for federal, provincial and First Nations governments." - Fidji Gendron, PhD

Educator Information

Table of Contents

Preface

1. Introduction

2. Nîhîthawâk Ithînîwak

3. Nîhîthawâk Ithînîwak and School
 Science: A Storied Reflection

4. Nîhîthâwatîsîwîn

5. The Concept of Indigenous Science

6. The Concept of Western Science

7. Assumptions in Western and Cree
 Ways of Knowing

8. Promising Practices: School Science in Cree Contexts

References
About the Author

Additional Information
88 pages | 7.00" x 10.50" | Paperback 

Reconciliation is for businesses, too.

From colonization through the Indian Act and residential schools, there is a lot of complicated history in the country we now call Canada. Between Indigenous and non-Indigenous people there is a disconnect, a fractured relationship we now need to make right. But what does Reconciliation mean, and specifically what does it mean for businesses?

The Canadian Business Owner’s Guide to Reconciliation is about how our history affects the present, and how we need to deal with the past so we can move into the future together. It’s about creating opportunities to include Indigenous voices in business, education around Indigenous history and best practices for businesses, and how we can reverse some of the unfair and unsustainable practices to create a better, more inclusive climate.

Author Alison Tedford brings her experience working with government, business, and nonprofits on Indigenous issues including reconciliation over the past two decades to this book.

If you're in business in Canada, you need to know how you can participate in reconciliation and transforming relations for a brighter future.

Additional Information
128 pages | 6.00" x 9.00" | Paperback

How can Indigenous knowledge systems inform our teaching practices and enhance education? How do we create an education system that embodies an anti-racist approach and equity for all learners?

This powerful and engaging resource is for non-Indigenous educators who want to learn more, are new to these conversations, or want to deepen their learning.

Some educators may come to this work with some trepidation. You may feel that you are not equipped to engage in Indigenous education, reconciliation, or anti-racism work. You may be anxious about perpetuating misconceptions or stereotypes, making mistakes, or giving offence. In these chapters, I invite you to take a walk and have a conversation with a good mind and a good heart.

With over two decades in Indigenous education, author Jo Chrona encourages readers to acknowledge and challenge assumptions, reflect on their own experiences, and envision a more equitable education system for all. Each chapter includes:

• reflection questions to help process the ideas in each chapter
  suggestions for taking action in both personal and professional spheres of influence
• recommended resources to read, watch, or listen to for further learning
• personal reflections and anecdotes from the author on her own learning journey
• voices of non-Indigenous educators who share their learning and model how to move into, and sit, in places of unknowing and discomfort, so we can examine our own biases and engage in this work in a good way

Grounded in the First Peoples Principles of Learning, this comprehensive guide builds on Chrona’s own experiences in British Columbia’s education system to explore how to shape anti-racist and equitable education systems for all.

Perfect for reading on your own or with your professional learning community!

Educator Information
Table of Contents

1 Where Do We Begin? Setting Up Our Space in A Good Way

• Situating Ourselves
• An Invitation
• Some Structural Guidance as You Read
• Discomfort: Moving Through the Fear of Making Mistakes
• Taking Responsibility

2 Indigenous Education Is Not Multicultural Education

• Defining Indigenous Education
• Culturally Responsive Education and Beyond

3 Yes, You Have a Role: Reconciliation Through Education

• Our Collective Responsibility
• This Is Not “Just History”; This Is Now
• Colonization Past and Present
• Reconciliation Through Education
• A Vision of a System

4 So, Let’s Talk About the R Word

• Begin With Honesty
• Becoming Anti-Racist in Canada
• Investigating Our Own Biases and Assumptions
• How We Define Racism Matters
• Relational Racism
• Systemic Racism
• Learning and Growing

5 An Indigenous-Informed Pedagogy: The First Peoples Principles of Learning

• Moving From “Learning About” to “Learning From”
• How Were the FPPL Identified?
• What Is Important to Know About the FPPL?
• A Closer Look at Each Principle
• Current Contexts

6 Authentic Indigenous Resources

• Voice and Representation
• Authentic Resource Evaluation Criteria
• Collaborative Development of Local First Nations, Inuit, and Métis Resources

7 A Story of One System: Indigenous Education in British Columbia

• On a Learning Journey
• The Power of Indigenous Advocacy and United Voice
• Government Commitments and Obligations
• Bumpy Paths

8 Now What?

• Next Steps
• Final Thoughts: Working in Relation

References

Additional Information
232 pages | 7.00" x 9.00" | Paperback

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.

This book is a must-read for teachers and education students. It should also be read by students and practitioners in social work, child and youth counselling, policing, and nursing, or anyone seeking a foundational understanding of the histories of Indigenous peoples and of settler colonialism in Canada.

Reviews
“This book should be in every educator’s library. It serves as a model for educators to learn and teach about the history of Indigenous peoples and settler colonialism without fear or reservation. It is exactly what has been asked for over and over again.”— Tracey Laverty, First Nations, Inuit and Métis Education, Saskatoon Public Schools

"Braided Learning is a safe learning space for people at the start of their learning journey about Indigenous education and history. Each reader will take away the parts of the stories that are important to them, just like listeners do when we hear stories in the lodge from our elders. Nobody tells you what to do – you figure it out yourself with some subtle guidance." — Deb St. Amant, elder-in-residence, Faculty of Education, Queen’s University

"Understanding how educators can participate in reconciliation means understanding what stands in the way. Susan Dion understands both. Highly readable, engaging, and passionate, this book moves teachers from apprehension to action. Educators of all levels, read this book and take heed of Dion’s question: “So what are you going to do now?” — Amanda Gebhard, co-editor of White Benevolence: Racism and Colonial Violence in the Helping Professions

Educator Information
Table of Contents
Introduction: Indigenous Presence

1 Requisites for Reconciliation

2 Seeing Yourself in Relationship with Settler Colonialism

3 The Historical Timeline: Refusing Absence, Knowing Presence, and Being Indigenous

4 Learning from Contemporary Indigenous Artists

5 The Braiding Histories Stories / Co-written with Michael R. Dion

Conclusion: Wuleelham – Make Good Tracks

Glossary and Additional Resources: Making Connections, Extending Learning

Notes; Bibliography

Additional Information
288 pages | 6.00" x 9.00" | Paperback

Drawing from studies with pre- and in-service teachers in Quebec, Smallest Circles First looks at how teacher agency engages with the educational calls to action from Canada’s Truth and Reconciliation Commission. Using drama education and theatre, Smallest Circles First explores how the classroom can be used as a liminal educational site to participate in reconciliatory praxis.

Smallest Circles First presents several arts-based educational research examples that illustrate how the arts provide a space for students, teachers, and communities to explore and learn about reconciliation praxis and responsibilities. By implementing arts-based counter-narratives set against settler Canadian history and geography, Smallest Circles First considers the implications of systemic racism, colonization, and political, social, and economic ramifications of governmental policies. Tangible examples from the book showcase how teachers and students can use the arts to learn specifically about their responsibilities in engaging with Canada’s Truth and Reconciliation Commission, in addition to how this work can still meet curricular learning outcomes.

Reviews
"A contribution to the fields of education and performing arts, Smallest Circles First is an excellent example of what can be done and what needs to be done in regards to building a shared future for all Canadians. Readers will feel empathic and identified with these narratives; not just the narratives of the author but also with the narratives of the participants in the research." — Maria del Carmen Rodriguez de France, Assistant Professor of Indigenous Education, University of Victoria

"The research and writing found in Smallest Circles First advances the calls to action in the TRC – in ways that allow space for exploration and in ways that do not insist that there is one ‘true’ way to do the work of reconciliation. This book is as much about hope as it is deep and instructive." — Michele Sorensen, Assistant Professor in the Faculty of Social Work, University of Regina

"Carter’s book provides insightful ways of engaging respectfully and meaningfully with Indigenous topics through drama-based approaches. She describes the work in a way that is thoughtful, ethical, and well grounded. The case studies in Smallest Circles First are diverse and dynamic, and they come together in ways that allow the reader to see the cohesive nature of the book." — George Belliveau, Professor and Head of Language and Literacy Education, University of British Columbia

"Smallest Circles First is a must for any artist or educator, providing research-based evidence of the role theatre can play in healing and reconciliation; her reframing of risk as the grounds for creative rupture is an important corrective to the risk-avoidant perspectives that dominate research and education." — Sheila Christie, Associate Professor of English and Drama, Cape Breton University

Educator Information
Table of Contents

Foreword by Tom Dearhouse

1.Starting with the Smallest Circles First
Teacher Agency, Canada’s Truth and Reconciliation Commission, and the Arts Curriculum
Language, Culture, and Religion in Quebec Education
Are the Arts the Answer?
Vignettes
About This Book

2. Walk a Mile in Someone Else’s Shoes: Situating Theories and Methods
Identity, Subjectivity, and Posthumanism
Arts-Based Educational Research (ABER)
Narrative Inquiry
Vignettes and Constant Comparison for Data Analysis
Making Sense of the Data, Saturation, and Validity

3. We Start Here: Narratives, Vignettes, and Analysis
Narratives
Monologue: I’m Still Canadian, Dad!
Appropriation and Embodiment
Centring Oneself within a Community of Practice
Discussion

4. Weaving Together Understandings across Vignettes
Theme 1: Risk and Learning as Rupture
Theme 2: Belonging
Theme 3: Counter-narratives

5. Full circle
Unfolding’s
Towards an Instructional Model for Belonging and Becoming by Learning through/with Drama

Learning Responsibilities
New Directions: Learning beyond the arts
Coming full Circle

Appendices
Appendix 1: Sing the Brave Song: This Isn’t Over!
Appendix 2: Reconciliation!
Appendix 3: Monologue: I’m Still Canadian, Dad!

Glossary
References

Additional Information
186 pages | 6.00" x 9.00" | Paperback

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. This second edition features the author’s reflections on her decade of re-search and teaching experience since the last edition, celebrating the most common student questions, concerns, and revelations.

Educator Information
Table of Contents
Part One: Preparation For The Search

1) An Introduction to Preparing for Re-Search: Having Tea & Bannock
Re-storying and restoring location
Restoring self: Locating My Self
Decolonizing and Indigenizing My Re-search
Language and Terminology
Chapter Outlines

2) Indigenous Re-Search: Past, Present and Future
Indigenous Peoples’ Cultural History and Research
Oral Traditions and Narrative
Indigenous Knowledge Resurgence: Shifting Landscapes
Trailblazers: Re-searchers and their Searches

3) Colonial Research Trauma My Own Search: A Journey of Making Meaning

4) The Search Trail and Pathway

Part Two: Wholistic Re-Search Methodologies

5) Wholistic Worldviews and Methodologies

6) The Roots: Paradigms, Worldviews and Principles
Paradigms and Worldviews
Principles

7) The Flower Centre: Self as Central
Self
Location
Situate Self in the Search
Memory
Motive and Purpose
Search for Congruency

8) The Leaves: The Methodological Journey
An Organic Process
Travelling
Transformation
Healing

9) The Stem: Backbone and Supports  
Critical Consciousness
The Role of Critically Conscious Indigenous Scholars
Indigenous Searchers’ Strengths and Supports

10) The Petals: Diverse Methodologies
Spirit: Protocols, Ceremony and Honour
Heart: Relationships, Reciprocity and Community
Mind: Respecting Indigenous Knowledge
Body: Doing, Working and Creating

11) The Enviro-Academic Context
Fences and Gatekeepers
Allied Theories
The Committee
Writing Oral Traditions and Other Ironies
Thorny Prickly Challenges

12) Indigenist Re-Search Projects and Methodologies: The Last 10 Years

13) Leaving Good Footprints and Winding Down

Additional Information
304 pages | 6.00" x 9.00" | Paperback | 2nd Edition

Resurgence is an inspiring collection of contemporary Indigenous poetry, art, and narratives that guides teachers in bridging existing K–12 curricula with Indigenous voices and pedagogies. Walk with us along the footbridge which seeks to:

• connect peoples and places
• link truth and reconciliation as ongoing processes
• symbolize the risk and urgency of this work for both Indigenous and settler educators
• engage tensions
• highlight the importance of balance, both of ideas and within ourselves

Through critical engagement with the texts, experienced educators Christine M’Lot and Katya Adamov Ferguson support readers in connecting with Indigenous narratives and perspectives, bringing Indigenous works in their classrooms, and creating more equitable and sustainable teaching practices.

In this resource, you will find

• diverse Indigenous voices, perspectives, and art forms from all across Turtle Island
• valuable concepts and methods that can be applied to the classroom and beyond
• practical action steps and resources for educators, parents, librarians, and administrators

Use this book as a springboard for your own learning journey or as a lively prompt for dialogue within your professional learning community.

Reviews
"Over the past several years, calls have come from across Canada for the inclusion of Indigenous worldviews and knowledge in all levels of education in the country. Enter...Resurgence." ––Windspeaker

Educator & Series Information
For use with K-12 curricula. 

Contributors include KC Adams, Charlene Bearhead, Wilson Bearhead, Lisa Boivin, Nicola Campbell, Sara Florence Davidson, David A. Robertson, and Christina Lavalley Ruddy, and more!

Subjects / Themes: Education; Professional Development; Social Science; Indigenous Studies; Language Arts Disciplines; Study Teaching

This book is part of The Footbridge Series. This series aims to bridge curricular outcomes with Indigenous-centered content and perspectives from across Turtle Island. Like a footbridge, this series is intended to provide a path between Indigenous worldviews and the classroom, engaging differences, including tensions, and highlighting the importance of balance, all while helping teachers integrate Indigenous perspectives into multiple disciplines within the K-12 education system. 

Table of Contents
Introduction

About This Book

About The Footbridge Series

Part 1: Resistance

Beyond Being Silenced by Sara Florence Davidson

• Connections

Poetry as Cultural Expression by Rita Bouvier

• Connections

T’seka Reflection by Lucy Hemphill

• Connections

Poetry by Louise Bernice Halfe

• Connections

Part 2: Resilience

Mental Health by David A. Robertson

• Connections

Writing as a Therapeutic Medium by Wanda John-Kehewin

• Connections

Birch Bark Technology by KC Adams

• Connections

Images and Health by Lisa Boivin

• Connections

Part 3: Restoring

Stories are Resurgence by Wilson Bearhead and Charlene Bearhead

• Connections

Why am I not on Star Trek? by Sonya Ballantyne

• Connections

Indigenous Spaces by Reanna Merasty

• Connections

Games as Resurgence by Elizabeth LaPensée

• Connections

Part 4: Reconnecting

Poems by Nicola I. Campbell

• Connections

Paths of Tradition by Russell Wallace

• Connections

Let the Children Play by Victoria McIntosh

• Connections

Ethnomathematics and Beading by Christina Ruddy

• Connections

The Contributors

Additional Resources

Index

Additional Information
224 pages | 7.00" x 10.00" | Paperback

Since the Renaissance, liberal education has as its core tradition a Eurocentric multidisciplinary humanism — the study of literature, art, philosophy and history — grounded in ancient Greek and Latin texts.

In what may be termed cognitive imperialism, the academy has largely ignored Aboriginal perspectives of humanity. In this volume, Mi'kmaw and non-Mi'kmaw scholars, teachers and educators posit an interdisciplinary approach to explicate and animate a Mi'kmaw Humanities.

Drawing on the metaphor of a basket as a multilayered metaphor for engaging postsecondary institutions, these essays reveal historical, educational, legal, philosophical, visual and economic frameworks to develop a knowledge protocol that can direct, transform and enrich conventional Humanities within the complex dynamics of territory, energy, stewardship, alterity and consciousness.

Additional Information
300 pages | 6.00" x 9.00" | Paperback

A collaboration exploring the importance of the Ojibway-Anishinabe worldview, use of ceremony, and language in living a good life, attaining true reconciliation, and resisting the notions of indigenization and colonialization inherent in Western institutions.

Indigenization within the academy and the idea of truth and reconciliation within Canada have been seen as the remedy to correct the relationship between Indigenous Peoples and Canadian society. While honourable, these actions are difficult to achieve given the Western nature of institutions in Canada and the collective memory of its citizens, and the burden of proof has always been the responsibility of Anishinabeg.

Authors Makwa Ogimaa (Jerry Fontaine) and Ka-pi-ta-aht (Don McCaskill) tell their di-bah-ji-mo-wi-nan (Stories of personal experience) to provide insight into the cultural, political, social, and academic events of the past fifty years of Ojibway-Anishinabe resistance in Canada. They suggest that Ojibway-Anishinabe i-zhi-chi-gay-win zhigo kayn-dah-so-win (Ways of doing and knowing) can provide an alternative way of living and thriving in the world. This distinctive worldview — as well as Ojibway-Anishinabe values, language, and ceremonial practices — can provide an alternative to Western political and academic institutions and peel away the layers of colonialism, violence, and injustice, speaking truth and leading to true reconciliation.

Reviews
"Fontaine and McCaskill write in a way our own Indigenous People can understand and feel; their passion is tangible." — Graham Hingangaroa Smith, Distinguished Professor, Massey University - NZ

"There are multiple ways to inhabit our deepest principles. There are also many ways to honor land and our elders by embodying the teachings of both. Here is life found in kindness, loving, and truth. How do we access healing and how do we share this healing with others? Reading this book is one way. Tears of gratitude are for you both, Jerry Fontaine and Don McCaskill. Mahalo nui no ko ?ike nahenahe. Thank you for this mutual emergence shaped as much by friendship as it is by ?ike kupuna - elder knowledge. What is within these pages are ceremonial gifts offered to all who will take the time to connect with what is inevitable about our collective evolution." — Manulani Aluli Meyer, University of Hawai‘i

Additional Information
328 pages | 6.00" x 9.00" | Paperback

Cecil King’s remarkable memoir, from humble beginnings on a reservation to his unparalleled legacy to ensure Indian Control of Indian Education in Canada.

“Through my eyes, my community was creative, innovative and self-sufficient. In this remote northern traditional First Nation society, the skills, knowledge and abilities that the community needed to survive were all there. . . . The stories are not just of survival and hardship but of the power of the human spirit and the sheer natural genius of individuals.” — Cecil King

Cecil King grew up in the small settlement of Buzwah, Ontario, situated on Wikwemikong Unceded Indian Reserve on Manitoulin Island. This moving memoir shares King’s life on reserve in the 1930s and ’40s and describes a vibrant community full of interesting characters who shared knowledge, warmth, affection, and humour. King also describes his experiences attending Buzwah Indian Day School and St. Charles Garnier Residential School.

After furthering his education, King returned home to Buzwah as a teacher. He quickly became disillusioned with the Ontario curriculum and how inadequately it resonated with on-reserve youth and the realities of Indigenous life. It was then that King began his unparalleled legacy to ensure Indian Control of Indian Education in Canada.

King helped create curriculum that connected to traditional Indigenous cultures and established First Nation language courses in elementary and secondary schools. Over the course of his fifty-year career in education, he would found the Indian Teacher Education Program at the University of Saskatchewan, become the first director of the Aboriginal Teacher Education Program at Queen’s University, and develop Ojibwe language courses across North America.

A remarkable story about a remarkable man, The Boy from Buzwah is a powerful testament to Dr. Cecil King’s work and legacy.

Reviews
“A poignant reflective must-read memoir of an Indigenous educator whose life lived was Indigenizing and decolonizing western academies.” —Marie Battiste, author of Decolonizing Education and Honorary Officer of the Order of Canada

“Miigwetch Cecil King, for sharing your remarkable journey and life in this essential book, which educators and learners will treasure. This is a book of extraordinary generosity and humility, and one that provides both context and direction for the future of Indigenous education.” —Jesse Wente, author of Unreconciled

“An essential account of an Indigenous scholar’s trailblazing and sweeping contributions towards restoring and inspiring indigenous control of indigenous education.” —Verna St. Denis, University of Saskatchewan

“Cecil King’s memoir is an important contribution to the Indigenous literature, documenting early life on the Wikwemikong Unceded Indian Reserve, disclosing the enduring roots of Odawa tradition, chronicling the re-emergence of Anishnawbe culture and the rise of Indigenous activism, particularly in the important area of Indigenous education.” —Hon. Leonard S. Tony Mandamin IPC, Justice in Residence, Faculty of Law/Faculty of Native Studies, University of Alberta

“Cecil King has written a remarkable memoir of his early life and his over sixty-year-long career as an Indigenous educator. The teacher, respected community leader, and post-secondary professor and administrator, argues most convincingly for a system of First Nations education that incorporates fully Indigenous history, culture, and present-day realities. I love Cecil’s book!” —Don Smith, Professor Emeritus of History, University of Calgary

"Cecil King's book about his experiences in a day school, residential school, the bureaucracy and institutional development on Indigenous education presents an important perspective in the debate on educational change in the past half-century. His personal perspective and his use of Ojibwe as part of this history introduces a new qualitative dimension to this debate." —Keith Goulet, former Minister of Northern Affairs for Saskatchewan

Educator Information
King was one of the first to create curricula designed for Indigenous children and education programs to train Indigenous teachers and to establish some of the first Indigenous language courses in North America.

King understood that strengthening students’ cultural identity was key to their academic success and saw how the Canadian curriculum was not designed to do this.

Additional Information
356 pages | 5.00" x 8.50" | Paperback

Indigenous Methodologies is a groundbreaking text. Since its original publication in 2009, it has become the most trusted guide used in the study of Indigenous methodologies and has been adopted in university courses around the world. It provides a conceptual framework for implementing Indigenous methodologies and serves as a useful entry point for those wishing to learn more broadly about Indigenous research.

The second edition incorporates new literature along with substantial updates, including a thorough discussion of Indigenous theory and analysis, new chapters on community partnership and capacity building, an added focus on oracy and other forms of knowledge dissemination, and a renewed call to decolonize the academy. The second edition also includes discussion questions to enhance classroom interaction with the text. In a field that continues to grow and evolve, and as universities and researchers strive to learn and apply Indigenous-informed research, this important new edition introduces readers to the principles and practices of Indigenous methodologies.

Reviews
"Reading this second edition is like visiting with a dear friend, over a cup of tea, to recount stories, teachings, and insights. When the visit is over the friends depart after telling many favourite and new stories. In this telling and listening, the friends strengthen and stretch their bonds. With this visit, they learn powerful new teachings and are inspired with deeper research insights about doing Indigenous methodologies in good ways." ~Jo-ann Archibald Q’um Q’um Xiiem, Professor Emeritus of Educational Studies, University of British Columbia

"Writing to teach others about Indigenous knowledge requires authors to build a relationship with the reader. Margaret Kovach invites us to join her in conversation about Indigenous methodologies – accepting her invitation has helped to strengthen my own understanding and relationship with the theory and practice of Indigenous research. "~Shawn Wilson, author of Research Is Ceremony: Indigenous Research Methods

Educator Information
Subjects: Indigenous Studies, Education

Table of Contents
Prologue

Introduction

Part I
Chapter 1 - Indigenous Methodologies and Qualitative Inquiry
Chapter 2 - Indigenous Conceptual Framing in Indigenous Methodologies

Part II
Chapter 3 - Epistemology and Research:  Centring Tribal Knowledge
Chapter 4 - Indigenous Ethics and Axiology:  Miýo (A Good Way)
Chapter 5 - Engaging the Community
Chapter 6 - Situating Self, Culture, and Purpose in Indigenous Methodologies

Part III
Chapter 7 - Indigenous Theorizing
Chapter 8 - Story and Method in Indigenous Methodologies
Chapter 9 - Interpretation and Working with the Findings
Chapter 10 - Mobilizing the Findings:  Representation, Oral Dissemination & Giving Back

Part IV
Chapter 11- A Call to Decolonizing the Academy

Concluding Thoughts

References

Additional Information
328 pages | 6.00" x 9.00" | Second Edition | Paperback

S’TENISTOLW is a SENĆOŦEN term referencing the concept of ‘moving forward’. This book highlights both the doing and being of Indigenous education. Authors share their knowledge on the themes of: Land-Based Learning; Supporting Learners; Indigenization; and Strengthening Alliances. Keynote writings by renowned Indigenous scholars Gregory Cajete, Graham Hingangaroa Smith, Linda Tuhiwai Smith and Kathy Absolon are intertwined throughout the book.

Reviews"
"This book is like a visit home, to talk with the wisest people you know on your reserve or in your neighbourhood. There is an intimacy in how each author shares their own stories of hope, insight and resilience. You will be nourished, strengthened, and inspired. You may be even gently chastised as you read about how Indigenous ways of learning are gaining ground in the educational settings around us. If you enjoy such visits you will treasure this book." — John Borrows, PhD, Canada Research Chair in Indigenous Law, University of Victoria

"S’TENISTOLW is a wonderful feast of stories, experiences, teachings, and approaches of educational and community leaders involved in Indigenous post-secondary education. Practitioners-scholars-leaders receive gifts of hope, inspiration, and transforming potential to live Indigenous education in good ways through innovative Indigenous pedagogies, relational theories, authentic community and land-based programs, and critical engagement." — Jo-Ann Archibald, PhD, Professor of Educational Studies, University of British Columbia

"I can’t wait to share this book! It offers timely and pivotal insights from leading theorists and practitioners about the transformational project of “Indigenizing” the academy and other institutions. I’m sure it will serve educators, students and community members alike as we think through complex questions of transformative, Indigenous knowledge production and education." — Kim Anderson, PhD Canada Research Chair in Indigenous Relationships, University of Guelph

Additional Information
166 pages | 6.00" x 9.00"

Literatures, Communities, and Learning: Conversations with Indigenous Writers gathers nine conversations with Indigenous writers about the relationship between Indigenous literatures and learning, and how their writing relates to communities.

Relevant, reflexive, and critical, these conversations explore the pressing topic of Indigenous writings and its importance to the well-being of Indigenous Peoples and to Canadian education. It offers readers a chance to listen to authors’ perspectives in their own words.

This book presents conversations shared with nine Indigenous writers in what is now Canada: Tenille Campbell, Warren Cariou, Marilyn Dumont, Daniel Heath Justice, Lee Maracle, Sharron Proulx-Turner, David Alexander Robertson, Richard Van Camp, and Katherena Vermette. Influenced by generations of colonization, surrounded by discourses of Indigenization, reconciliation, appropriation, and representation, and swept up in the rapid growth of Indigenous publishing and Indigenous literary studies, these writers have thought a great deal about their work.

Each conversation is a nuanced examination of one writer’s concerns, critiques, and craft. In their own ways, these writers are navigating the beautiful challenge of storying their communities within politically charged terrain. This book considers the pedagogical dimensions of stories, serving as an Indigenous literary and education project.

Educator Information
Educators teaching Indigenous literatures will be interested in this book as a resource / topical.

Introduction addresses controversies such as appropriation and debates around authors such as Joseph Boyden gives Indigenous writers an opportunity to address direct questions around why writing matters to them and their communities.

Table of Contents
Acknowledgements
Introduction: Writing-in-Relation
“Being able to tell stories from the North” / A Conversation with Richard Van Camp
“It starts from a place of knowledge and truth” / A Conversation with David Alexander Robertson
“I realized that I could write what I see” / A Conversation with Katherena Vermette
“It comes back to relationship” / A Conversation with Warren Cariou
“That’s the purpose of story” / A Conversation with Lee Maracle
“I hope my writing can help others” / A Conversation with Sharron Proulx-Turner
“Indigenous literatures matter” / A Conversation with Daniel Heath Justice
“A beautiful bomb” / A Conversation with Tenille Campbell
“To write myself back into visibility” / A Conversation with Marilyn Dumont
Conclusion: Listening to Writers
Notes
Bibliography

Additional Information
200 pages | 6.00" x 9.00"

A new model of Indigenous identity formation in Canadian postsecondary institutions

What role does postsecondary education play in the formation of Indigenous identity? Some argue that this impact must be negative, not only because postsecondary education draws students away from their communities, but also because of the Eurocentric worldviews that dominate most institutions. However, according to a ground-breaking study by Barbara Barnes and Cora Voyageur, the truth is much more nuanced and surprising.

During their research, Professors Barnes and Voyageur followed 60 Indigenous students from a variety of backgrounds at six postsecondary institutions in western Canada, and they present their findings here. They explore how the students’ experiences fit with conventional and Indigenous identity-formation theories, and they consider the impacts of colonization and the Indian Act.

Based on the experiences of the students, Barnes and Voyageur build an entirely new model of Indigenous identity formation in Canadian postsecondary institutions.

Additional Information
144 pages | 6.00" x 9.00"

Towards a New Ethnohistory engages respectfully in cross-cultural dialogue and interdisciplinary methods to co-create with Indigenous people a new, decolonized ethnohistory. This new ethnohistory reflects Indigenous ways of knowing and is a direct response to critiques of scholars who have for too long foisted their own research agendas onto Indigenous communities. Community-engaged scholarship invites members of the Indigenous community themselves to identify the research questions, host the researchers while they conduct the research, and participate meaningfully in the analysis of the researchers’ findings.

The historical research topics chosen by the Stó:lō community leaders and knowledge keepers for the contributors to this collection range from the intimate and personal, to the broad and collective. But what principally distinguishes the analyses is the way settler colonialism is positioned as something that unfolds in sometimes unexpected ways within Stó:lō history, as opposed to the other way around.

This collection presents the best work to come out of the world’s only graduate-level humanities-based ethnohistory fieldschool. The blending of methodologies and approaches from the humanities and social sciences is a model of twenty-first century interdisciplinarity.

Reviews
“At a time when Indigenous sovereignty has come to the fore, this volume sets the ‘gold standard’ for ethical scholarship and provides a roadmap and manifesto for sensible and sensitive decolonization.”– Chris Friday, Professor of History, Western Washington University

“The strength of the collection is its appreciation for and attention to interpreting history with reference to Stó:lō interpretative frames.” – Tyler McCreary, BC Booklook 

“In a time when many scholars are looking to decolonize their approaches to research—especially when working with Indigenous communities—this book stands as a clear exemplar of community-engaged research and demonstrates how it can be done well.”– Jennifer Megan Markides, University of Calgary, Qualitative Research in Education

“Exemplifies a new, transdisciplinary approach to ethnohistory, in which the researcher recognizes not only the legacy of settler colonialism in Canada, but also the subjectivity and relativity of their own views and western knowledge as a whole. This new ethnohistory aims to work with the community at all levels of research and form and sustain relationships that last long after fieldwork is conducted. Its hope is to produce scholarship that is cutting edge, complex, accessible and relevant to members of the community.”– Daniel Sims, NICHE 

“Settler scholars concerned with disciplinary crises need look no further than this excellent anthology for models of respectful intercommunity engagement, radical methodology and pedagogy, and a paradigm for solidarity work that chooses to develop respectful relationships over moribund agonizing.”– Madeleine Reddon, Canadian Literature 

Educator Information
Table of Contents
Introduction

Ch. 1—Kinship Obligations to the Environment

Ch. 2—Relationships

Ch. 3—Crossing Paths

Ch. 4—Stó:lō Ancestral Names, Identity and the Politics of History

Ch. 5—Disturbing the Dead

Ch. 6—Food as a Window into Stó:lō Tradition and Stó:lō-Newcomer Relation

Ch. 7—’Bringing Home all That Has Left’

Ch. 8—Totem Tigers and Salish Sluggers

Ch. 9—’I Was Born a Logger’

Ch. 10—’They Are Always Looking for the Bad Stuff’

Ch. 11—Next Steps in Indigenous Community-Engaged Research

Additional Information
304 pages | 6.00" x 9.00"

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.

Educator Information
Table of Contents
Introduction to the Third Edition
Foreword
Introduction
1. Imperialism, History, Writing and Theory
2. Research through Imperial Eyes
3. Colonizing Knowledges
4. Research Adventures on Indigenous Land
5. Notes from Down Under
6. The Indigenous People's Project: Setting a New Agenda
7. Articulating an Indigenous Research Agenda
8. Twenty-Five Indigenous Projects
9. Responding to the Imperatives of an Indigenous Agenda: A Case Study of Maori
10. Towards Developing Indigenous Methodologies: Kaupapa Maori Research
11. Choosing the Margins: The Role of Research in Indigenous Struggles for Social Justice
12. Getting the Story Right, Telling the Story Well: Indigenous Activism, Indigenous Research
Conclusion: A Personal Journey
Twenty Further Indigenous Projects
Poems
Index

Additional Information
352 pages | 5.28" x 8.35" | 3rd Edition | Paperback

Wícihitowin is the first Canadian social work book written by First Nations, Inuit and Métis authors who are educators at schools of social work across Canada. The book begins by presenting foundational theoretical perspectives that develop an understanding of the history of colonization and theories of decolonization and Indigenist social work. It goes on to explore issues and aspects of social work practice with Indigenous people to assist educators, researchers, students and practitioners to create effective and respectful approaches to social work with diverse populations. Traditional Indigenous knowledge that challenges and transforms the basis of social work with Indigenous and other peoples comprises a third section of the book. Wícihitowin concludes with an eye to the future, which the authors hope will continue to promote the innovations and creativity presented in this groundbreaking work.

Educator Information
Table of Contents
Foreword (Richard Vedan)

SECTION 1: History and Theory
Thoughts Make Dreaming: Historical and Theoretical Aspects for Indigenous Social Work by Gord Bruyere (Amawaajibitang)
Bridging the Past and the Future: An Introduction to Indigenous Social Work Issues by Raven Sinclair (Ótiskewápíwskew)
Anti-Colonial Indigenous Social Work: Reflections on an Aboriginal Approach by Michael Anthony Hart (Kaskitémahikan)
Indigenous-Centred Social Work: Theorizing a Social Work Way-of-Being by Gail Baikie

SECTION 2: Practice
Dreaming Makes Action: The Practice of Indigenous Social Work by Gord Bruyere (Amawaajibitang)
A Holistic Approach to Supporting Children with Special Needs by Rona Sterling-Collins (Quistaletko)
Identity or Racism? Aboriginal Transracial Adoption by Raven Sinclair (Ótiskewápíwskew)
Beyond Audacity and Aplomb: Understanding the Métis in Social Work Practice by Cathy Richardson (Kinewesquao) and Dana Lynn Seaborn
Evolution and Revolution: Healing Approaches with Aboriginal Adults by Cyndy Baskin (On-koo-khag-kno kwe)
For Indigenous People, by Indigenous People, with Indigenous People: Towards an Indigenous Research Paradigm by Michael Anthony Hart (Kaskitémahikan)

SECTION 3: Traditional Knowledge
The Spirit of Dreaming: Traditional Knowledge for Indigenous Social Work by Gord Bruyere (Amawaajibitang)
Navigating the Landscape of Practice: Dbaagmowin of a Helper by Kathy Absolon (Minogiizhigokwe)
Kaxlaya Gvila: Upholding Traditional Heiltsuk Laws, Values and Practices as Aboriginal People and Allies. by Michelle Reid (Juba)
Gyawaglaab (Helping one Another): Approaches to Best Practices through Teachings of Oolichan Fishing by Jacquie Green (Hemaas, Moosmagilth, Ungwa, knewq Kundoque of the Helkinew clan, knewq Haisla, Kemano and Kitselas)

Conclusion by Michael Hart (Kaskitémahikan), with Raven Sinclair (Ótiskewápíwskew)
Closing Words
Notes
References

Additional Information
256 pages | 6.00" x 9.00"

Within Dropping the “T” from CAN'T, Dr. Michelle Hogue presents and analyses interviews with eight highly successful Indigenous women and men in order to discern what enables Indigenous people to become successful in the sciences and mathematics such that they are able to pursue related professions. Importantly, Dr. Hogue presents interviews with two Indigenous individuals who started yet did not complete advanced degrees in order to find out what impediments brought their academic journeys to a premature end.

Dr. Hogue’s interview findings, paired with current and relevant literature, serves to enlighten and support the Truth and Reconciliation Commissions Calls to Action to provide culturally relevant education for Aboriginal learners. Education must be culturally and holistically relevant in order to invite, engage, and enable learners; this is true of both Aboriginal and non-Aboriginal learners. While this book specifically examines science and mathematics education, the lessons and findings will apply across disciplines.

Foreword by Dr. Laara Fitznor. Reviews by: Dr.'s Cheryl Bartlett, Fidgi Gendron, Yvonne Poitress Pratt, and Leroy Little Bear.

Reviews
"Indigenous students CAN succeed in post-secondary science and mathematics! This is the clear message in Dr. Hogue’s book. Recognizing, reshaping, and retelling insights about success within personal stories requires a skillful story worker and Dr. Hogue is superb. Using the Medicine Wheel, she conveys understandings ‘wholistically’ to provide the much-needed complement to institutional STEM pathways and programs. Hers is a book for everyone: students, educators, academics, administrators, leaders, funders, parents, youth ..." — Cheryl Bartlett

"What a refreshing book! Michelle Hogue celebrates Aboriginal women and men who journeyed through post-secondary education in science and mathematics and achieved their dreams. She examines their successes and challenges and highlights how Aboriginal science and Western science can come together to reach inclusive learning and knowing. These stories will inspire not only Aboriginal people but everybody to not give up and work hard to reach their goals." — Fidji Gendron

"As educators continue to ask how all subject areas can be Indigenized, Hogue steps into contested teaching and learning territory with the same fearless attitude she takes in teaching math and science from an Indigenous perspective. This fascinating book contains insights and stories from Indigenous scientists providing irrefutable evidence there is no anomaly between being Indigenous and being a scientist." — Yvonne Poitras Pratt 

"Michelle is an extremely good writer. I can tell she put a tremendous amount of research into the book. I very much like her layout of the Medicine Wheel into: Spring, Summer, Fall, and Winter. Doing so clearly brings out the barriers to science education for Indigenous students. Overall, the book makes the point that the ’T’ can be dropped from CAN’T providing we know the culture of Indigenous students and the struggles they have to go through to fulfill their personal goals of becoming scientists." — Leroy Little Bear

Educator Information
Table of Contents
Acknowledgements and Dedication
A Note on Terms
Table of Contents
Foreword, By: Laara Fitznor, EdD
Preface: Tan’si, Hello

SPRING
Prologue
Introduction: The Environment
Puzzlements and Questions

SUMMER
Women’s Journey
Men’s Journey
Re-framing the Journey
The Talking Circle

FALL
Understanding the Space Between
Navigating the Space Between

WINTER
Coming to Understand
Philosophically Navigating
Reframing: Coming Full Circle

A NEW CYCLE
Bridging Cultures, Two-Eyed Seeing & the 21st Century
Final Reflections
The Equation for Success

Appendix
References
Index
About the Author

Additional Information
199 pages | 6.00" x 9.00"

The Knowledge Seeker tells the story of the developing Indigenous-run education movement and calls forth the urgent need to teach about Indigenous spirituality.

Educator Information
Table of Contents
Foreword
Acknowledgments
Introduction

CHAPTER 1: Wanting to Know
CHAPTER 2: Controlling Our Education
CHAPTER 3: The Great Principle
CHAPTER 4: The Great Law
CHAPTER 5: Once Powerful Healing
CHAPTER 6: Re-evaluating the Past
CHAPTER 7: Contemporary Crisis
CHAPTER 8: Modern Study of Spirit
CHAPTER 9: Restoring Balance

EPILOGUE: "Creator Does Not Lose His Children"

Notes
Glossary
Bibliography
Index

Additional Information
224 pages | 6.00" x 9.00"

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, Trish Johnston, Spencer Lilley, Daniel Lipe, Margie Maaka, Angela Nardozi, Kapa Oliviera, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Linda Tuhiwai Smith, Sam L. No’eau Warner, Laiana Wong, Dawn Zinga

Additional Information
480 pages | 6.00" x 9.00" 

Social action art in book form, Perception: A Photo Series encourages readers to look and then look again.

Tired of reading negative and disparaging remarks directed at Indigenous people of Winnipeg in the press and social media, artist KC Adams created a photo series that presented another perspective. Called “Perception Photo Series,” it confronted common stereotypes of First Nation, Inuit and Métis people to illustrate a more contemporary truthful story.

First appearing on billboards, in storefronts, in bus shelters, and projected onto Winnipeg’s downtown buildings, Adam’s stunning photographs now appear in her new book, Perception: A Photo Series. Meant to challenge the culture of apathy and willful ignorance about Indigenous issues, Adams hopes to unite readers in the fight against prejudice of all kinds.

Reviews
"Indeed, the potential lasting impact of this collection can’t be underestimated; this is socially engaged art at its best." — Kirkus Reviews, March 2019

"KC Adams' Perception series challenges us to bridge thought and reality; emerging on the other side better having challenged ourselves to see Indigenous peoples for what they really are. We are grandparents, parents, children - and everything in between. As Adams shows through this incredible exhibition of faces and feelings, we are beautiful, whole, and complex peoples irreducible to stereotypes and slander." — Romeo Saganash (Cree, father, activist, and dreamer)

"KC Adams's Perception series absolutely captured the most devastating perceptions from the colonial mind, and the accompanying lack of knowledge about the truth of Canada's historical relationship to Indigenous Peoples. Succinctly and beautifully, KC transformed that narrative in this series. It is a prolific piece which will always be a source of inspiration for truth and reconciliation. It is unforgettable. Kichi miigwetch KC Adams!." — Tina Keeper, March 2019

"We hear the saying, “A picture can say a thousand words” quite often, but sometimes we don’t take the time to actually look at what we are seeing and what it is saying. Sometimes photographs are taken for fun, with no real meaning behind them. But there are times when a photograph is taken for a purpose, taken to deliver a message. KC Adams, with Perception, is doing just that. She is not only delivering a message, she is also making a statement in order to break down the racial prejudices and stereotypes towards the indigenous community in Canada.... From looking at the first picture that shows their reaction to what people think of them to looking at their second picture that shows their look of pure happiness coupled with their name, their tribes, and the words they would use to describe themselves is what is causing people to think twice, think differently, and spark conversation." — Leslie Trotter, NetGalley, March 2019

"I admire what KC Adams did when she kept hearing disparaging remarks and slurs against the Native peoples of Canada. As an indigenous person herself, she too, had been subjected to mistreatment and prejudice just be being someone who looks different. She was determined to find a way to get people's perceptions to change. The Native/indigenous people and their cultures were here to stay and non-Native people had to come to terms with and accept that. Adams choose to use her skill as a photographer as a catalyst to address the racism and prejudice head on.... She took a series of two photographs of the same person; one as she said a racist remark, the other as she said something positive about the person. She then put up these pictures as posters around municipal areas. The first picture was headlined with the slur said while filming it, the bottom said "Think again". The second picture (taken when she invoked a positive response in them) told who they were and some things about them. This photography series (now captured in her book Perceptions) helped people recognize their own reactions to Native peoples and realize that they were unfair and untrue.... I love when art is not only creative, but an agent for social change! Kudos, Ms. Adams! Well done!" — Kathy Fuchs, NetGalley, February 2019

"Perception is an impressive collection...an inside look into a living legend’s photography practice (I say this in no uncertain terms) and, more importantly, as Adams intended, a reminder to look past the hurt in search of a love that can bring us all home." — Lindsay Nixon, Editor-at-Large Canadian Art, author nîtisânak, Metonymy Press, March 2019

"This is an amazing portrayal of the indigenous community. The emotions displayed by each individual are clearly defined. I highly recommend this resource be placed in all libraries and used to dispel racism and discriminatory ideas." — Shelley Stefanowich, NetGalley, April 2019

Educator & Series Information
For Grades 9-12 / Young Adults

Foreword by Katherena Vermette; Critical essay by Cathy Mattes

Caution: Mature subject matter/language in some instances as this book is dealing with stereotypes and prejudice (radicalized language and derogatory terminology).

Recommended in the Canadian Indigenous Books for Schools 2019-2020 resource list for grades 10 to 12 for Art Education, Social Studies, Social Justice, and English Language Arts.

This book is part of The Debwe Series, a collection of exceptional Indigenous writings from across Canada.

Additional Information
120 pages | 6.75" x 9.00" | Hardcover | Foreward from Katherena Vermette

Environmental Activism on the Ground draws upon a wide range of interdisciplinary scholarship to examine small scale, local environmental activism, paying particular attention to Indigenous experiences. It illuminates the questions that are central to the ongoing evolution of the environmental movement while reappraising the history and character of late twentieth and early twenty-first environmentalism in Canada, the United States, and beyond. 

This collection considers the different ways in which Indigenous and non-Indigenous activists have worked to achieve significant change. It examines attempts to resist exploitative and damaging resource developments, and the establishment of parks, heritage sites, and protected areas that recognize the indivisibility of cultural and natural resources. It pays special attention to the thriving environmentalism of the 1960s through the 1980s, an era which saw the rise of major organizations such as Greenpeace along with the flourishing of local and community-based environmental activism. 

Environmental Activism on the Ground emphasizes the effects of local and Indigenous activism, offering lessons and directions from the ground up. It demonstrates that the modern environmental movement has been as much a small-scale, ordinary activity as a large-scale, elite one.

Reviews
"Environmental Activism on the Ground succeeds splendidly in complicating and enriching our understanding of modern environmentalism. Focusing on Indigenous and non-Indigenous activists in an impressive range of settings, Jonathan Clapperton and Liza Piper draw together and interpret diverse methodological and conceptual insights in a way that gives new, deserved prominence to those who have strived—and continue to strive—for environmental justice at the local level. These accounts left me both enlightened and heartened. Scholars from across the humanities and social sciences will welcome this volume." - Richard A. Rajala, Department of History, University of Victoria.

Educator Information

Table of Contents:

Illustrations
Acknowledgments
Introduction: In the Shadow of the Green Giants: Environmentalism and Civic Engagements - Jonathan Clappeton & Liza Piper

Part 1: Processes and Possibilities
1. Strategies for Survival: First Nations Encounters with Environmentalism - Anna J. Willow
2. Native/Non-Native Alliances: Challenging Fossil Fuel Industry Shipping at Pacific Northwest Ports - Zoltán Grossman
3. Conserving Contested Ground: Soverigenty-Driven Stewardship by the White Mountain Apache Tribe and the Fort Apache Heritage Foundation - Jon R. Welch
4. From Southern Alberta to Northern Brazil: Indigenous Conservation and the Preservation of Cultural Resources - Sterling Evans
5. Parks For and By the People: Acknowledging Ordinary People in the Formation, Protection, and Use of State and Provincial Parks - Jesica M. DeWitt

Part 2: Histories
6. Alternatives: Environmental and Indigenous Activism in the 1970s - Liza Piper
7. Marmion Lake Generating Station: Another Northern Scandal? - Tobasonakwut Peter Kinew
8. Environmental Activism as Anti-Conquest: The Nuu-chah-nulth and Environmentalists in the Contact Zone of Clayoquont Sound - Jonathan Clapperton
9. Local Economic Independence as Environmentalism: Nova Scotia in the 1970s - Mark Leeming
10. “Not an Easy Thing to Implement”: The Conservation Council of New Brunswick and Environmental Organization in a Resource-Dependent Province, 1969-1983 - Mark J. McLaughlin
11. The Ebb and Flow of Local Environmental Activism: The Society for Pollution and Environmental Control (SPEC), British Columbia - Jonathan Clapperton
12: From Scoieal Movement to Environmental Behemoth: How Greenpeace Got Big - Frank Zelko

Afterword: Lessons from the Ground Up - Jonathan Clapperton & Liza Piper
Bibliography
List of Contributors
Index

Additional Information
752 pages | 6.00" x 9.00"

Authenticity Note: Because this work includes contributions from Indigenous peoples, it has been labelled as containing Authentic Indigenous Text.

Kuei, My Friend is an engaging book of letters: a literary and political encounter between Innu poet Natasha Kanapé Fontaine and Québécois-American novelist Deni Ellis Béchard. Choosing the epistolary form, they decided to engage together in a frank conversation about racism and reconciliation.

Intentionally positioned within the contexts of the Idle No More movement, Canada’s Truth and Reconciliation Commission, and the National Inquiry into Missing or Murdered Aboriginal Women and Girls, the letters in Kuei, My Friend pose questions in a reciprocal manner: how can we coexist if our common history involves collective and personal episodes of shame, injury, and anger? how can we counteract misunderstandings of the Other, which so often lead to contempt and rejection? how can we educate non-Indigenous communities about the impact of cultural genocide on the First Peoples and the invisible privileges resulting from historical modes of domination?

In an attempt to open a sincere and productive dialogue, Kanapé Fontaine and Ellis Béchard use their personal stories to understand words and behaviours that are racist or that result from racism. With the affection and intimacy of a friend writing to a friend, Natasha recounts to her addressee her discovery of the residential schools, her obsession with the Oka Crisis of 1990, and her life on the Pessamit reserve. Reciprocating, Deni talks about his father’s racism, the segregation of African-Americans and civil rights, and his identity as a Québécois living in the English-speaking world.

By sharing honestly even their most painful memories, these two writers offer an accessible, humanist book on the social bridge-building and respect for difference. Kuei, My Friend is accompanied by a chronology of events, a glossary of relevant terms in the Innu language, and, most importantly, a detailed teacher’s guide that includes topics of discussion, questions, and suggested reflections for examination in a classroom setting.

Educator Information
Recommended resource for Grades 10-12 in these areas: BC First Peoples, Contemporary Indigenous Studies, English First Peoples, English Studies, Literary Studies.

Includes an Innu-aimun glossary and a teacher's guide to help classroom discussion facilitation.

Recommended in the Canadian Indigenous Books for Schools 2019-2020 resource list as being useful for grades 10 to 12 for English Language Arts and Social Studies.

This resource is also available in French: Kuei, je te salue: Conversation sur le racisme.

Additional Information
176 pages | 6.21" x 8.46" | Translated by & Deni Ellis Béchard & Howard Scott  

Groundswell is a collection of stirring and passionate essays from both Indigenous and non-Indigenous writers that eloquently present a compelling message about how traditional Indigenous knowledge and practices can and must be used to address climate change. The chapters interconnect, taking us from radical thinking to the gentleness of breath, and demonstrate that we are all in this together—everyone must understand what needs to be accomplished and participate in the care of Mother Earth.

Authors tap into religious and spiritual perspectives, explore the wisdom of youth, and share the insights of a nature-based philosophy. These collective writings give you a chance to contemplate and formulate your own direction. A moral revolution that can produce a groundswell of momentum toward a diverse society based on human rights, Indigenous rights, and the rights of Mother Earth.

Beautifully illustrated with photographs, Groundswell is augmented with video recordings from the authors and a short documentary film, available on the project’s website. Profits from the book will help support the videos, documentary, and future projects of The Call to Action for Climate Change. Visit www.envisionthebigpicture.com.

Reviews
"A beautifully illustrated and highly engaging read.… Essays from both Indigenous and non-Indigenous contributors present a strong vision for how traditional knowledge can be used to fight climate change, as well as how we can work together toward a more balanced and harmonious relationship with nature." – Joan Elliott, librarian and Manager of Stewart Resources Centre 

“This book shares Indigenous knowledge that can teach us to listen to and be in relationship to the Earth in a way that honours the sacredness and interdependence of all life forms. A paradigm shift, informed by Indigenous ways of knowing and acting, is crucial in this time of climate change.” – Laura Stivers, author of Disrupting Homelessness: Alternative Christian Approaches 

“A powerful text that introduces a much-needed perspective on the issue of climate change.… When reading the chapter ‘Rooted: Staying Grounded Amidst a Changing Landscape’ by Nicole Neidhardt, Teka Everstz, and Gina Mowatt, I was moved by the presence of youth voices. As a young, Indigenous person myself, I felt a great power, understanding, and nuance to the voices emerging in the chapter.… Nicole Neidhardt, Teka Everstz, and Gina Mowatt asked for more than a challenge of the reader’s ideology—they screamed out for a call to action." – Forrest Goodluck, award-winning youth filmmaker who appears opposite Leonardo DiCaprio in The Revenant 

“The reflections of three young Indigenous activists (‘Rooted: Staying Grounded Amidst a Changing Landscape’) … are sharp, buoyant reminders of elation and advocacy in a world of overwhelming and seemingly unlimited power: colonialism, imperialism, and industrial capitalism. These narratives bring me moral conviction and faith as we all walk hand-in-hand into our carbon wrought future.” – Kalen Goodluck, freelance documentary photographer and journalist 

Educator Information 

Recommended Resource for Grades 11-12 and College/University Students.

Social Studies/B.C. First Peoples/Comparative Cultures/Contemporary Indigenous Studies Curricular Concepts Explored in the Text:

• Interactions between cultures and the natural environment.
• The role of value systems and belief systems in the development of cultures.
• Varied identities and worldviews of Indigenous peoples, and the importance of the interconnection of family, relationships, language, culture, and the land.
• Factors that sustain and challenge the identities and worldviews of Indigenous peoples.

Science/Environmental Science Curricular Concepts Explored in the Text:

• First Peoples knowledge and other traditional ecological knowledge in sustaining biodiversity.
• Human actions and their impact on ecosystem integrity.
• First Peoples ways of knowing and doing.
• Resource stewardship.

English/English First Peoples Curricular Concepts Explored in the Text: 

• First Peoples languages and texts reflect their cultures, knowledge, histories, and worldviews.
• Critically, creatively, and reflectively explore ideas within, between, and beyond texts.
• Construct meaningful personal connections between self, text, and world.
• The diversity within and across First Peoples societies as represented in texts.

TABLE OF CONTENTS

Preface Invocation: Using Contemplative Meditation to Foster Change 
Introduction: This Is the Moral Revolution
Climate Change Snapshots by Kristen Dey 
Rooted: Staying Grounded Amidst a Changing Landscape by Nicole Neidhardt, Teka Everstz, and Gina Mowatt 
What You Need to Know Is Not in a Book: Indigenous Education by Larry Emerson 
Illuminating the Path Forward by Erin Brillon 
Stories from Our Elders by Andy Everson 
Religions for the Earth by Karenna Gore 
How We Can Work Together by Merle Lefkoff 
Essential Elements of Change by Mary Hasbah Roessel 
The Radical Vision of Indigenous Resurgence by Taiaiake Alfred 
Sharing the Wealth: Bending Toward Justice by Rod Dobell 
The Commonwealth of Breath by David Abram 
Science, Spirituality, Justice by Larry Rasmussen 
The Moral Revolution, Weaving All the Parts by Joe Neidhardt
Acknowledgements 
Further References 
Further Readings 
Contributors

Contributors: David Abram, Taiaiake Alfred, Erin Brillon, Kristen Dey, Rod Dobell, Larry Emerson, Andy Everson, Teka Everstz, Karenna Gore, Merle Lefkoff, Gina Mowatt, Joe Neidhardt, Nicole Neidhardt, Larry Rasmussen, Mary Hasbah Roessel.

Additional Information
208 Pages | 8.5" x 9" | ISBN: 9781771743440 | Hardcover 

Inspired by Haida ceremonial practice, father and daughter present a model for learning that is holistic, relational, practical, and continuous.

In 1884, the Canadian government enacted a ban on the potlatch, the foundational ceremony of the Haida people. The tradition, which determined social structure, transmitted cultural knowledge, and redistributed wealth, was seen as a cultural impediment to the government’s aim of assimilation.

The tradition did not die, however; the knowledge of the ceremony was kept alive by the Elders through other events until the ban was lifted. In 1969, a potlatch was held. The occasion: the raising of a totem pole carved by Robert Davidson, the first the community had seen in close to 80 years. From then on, the community publicly reclaimed, from the Elders who remained to share it, the knowledge that has almost been lost.
 
Sara Florence Davidson, Robert’s daughter, would become an educator. Over the course of her own education, she came to see how the traditions of the Haida practiced by her father—holistic, built on relationships, practical, and continuous—could be integrated into contemporary educational practices. From this realization came the roots for this book.

Reviews
"Potlatch as Pedagogy is wonderfully wise, hopeful, heartful, eloquent, and loving! Every teacher candidate and teacher needs to read this book. The authors expertly evoke the history and culture of the Haida as they call forth the sadness as well as the hope and joy of generations of people who were misunderstood and mistreated. In this time of Truth and Reconciliation, we all need to attend to this book." —Dr. Carl Leggo, Professor, Department of Language and Literacy Education, University of British Columbia

Educator Information
For all teachers.

Recommended in the Canadian Indigenous Books for Schools 2019-2020 resource list as a Teacher Resource for grades 10 to 12 with reference to Social Studies. 

Additional Information
200 pages | 7.00" x 9.00"

Indigenous perspectives much older than the nation itself shared through maps, artwork, history and culture.

The Royal Canadian Geographical Society, in partnership with Canada's national Indigenous organizations, has created a groundbreaking four-volume atlas that shares the experiences, perspectives, and histories of First Nations, Inuit and Métis peoples. It's an ambitious and unprecedented project inspired by the Truth and Reconciliation Commission's Calls to Action. Exploring themes of language, demographics, economy, environment and culture, with in-depth coverage of treaties and residential schools, these are stories of Canada's Indigenous Peoples, told in detailed maps and rich narratives.

This extraordinary project offers Canada a step on the path toward understanding.

The volumes contain more than 48 pages of reference maps, content from more than 50 Indigenous writers; hundreds of historical and contemporary photographs and a glossary of Indigenous terms, timelines, map of Indigenous languages, and frequently asked questions. All packaged together in a beautifully designed protective slipcase.

Educator Information
Recommended for ages 13+.

The Indigenous Peoples Atlas of Canada includes a four volume print atlas, an online atlas, an app, and more!

Additional Information
322 pages | 10.50" x 12.87"

Residential Schools, With the Words and Images of Survivors, A National History honours the survivors, the former students, who attended residential schools. Designed for the general reader this accessible, 112-page history offers a first-person perspective of the residential school system in Canada, as it shares the memories of more than 70 survivors from across Canada as well as 125 archival and contemporary images (65 black & white photographs, 51 colour, some never before published).

This essential volume written by award-winning author Larry Loyie (Cree), a survivor of St. Bernard Mission residential school in Grouard, AB, and co-authored by Constance Brissenden and Wayne K. Spear (Mohawk), reflects the ongoing commitment of this team to express the truths about residential school experiences and to honour the survivors whose voices are shared in this book.

Along with the voices, readers will be engaged by the evocative, archival photographs provided by the Shingwauk Residential Schools Centre with the assistance of curator Krista McCracken. The book begins with the moving introduction by Larry Loyie, and moves to seven chapters that explore the purpose of this school system; cultures and traditions; leaving home; life at school the half-day system; the dark side of the schools; friendship and laughter coping with a new life; changing world–the healing begins; and an afterword. A detailed, full colour map showing residential schools, timeline with key dates, glossary, and a helpful index (including names of survivors and schools) make this vital resource a must-have for secondary, college, and universities, libraries, and the general reader.

Reviews
"A broad and comprehensive review of the history of First Nations, Métis, and Inuit peoples in Canada told from the perspective of First Peoples in a very accessible way. Any educator, regardless of personal background or heritage, would find this timely resource very useful in any classroom." — Gary Fenn and Domenic Bellissimo, executive assistants, Ontario Secondary School Teachers’ Federation

"Written with a gentle hand, this book describes a history that few Canadians understand or even know about. From the first page, those in search of the truth are engaged in a journey of learning, as they come to understand the true battle of Aboriginal peoples to preserve their cultures and pride. This story is a true account of resiliency and human spirit." — Tracy Zweifel, executive director, Sagitawa Friendship Society, Alberta

Awards

- 2016 Winner of Golden Oak award in Ontario's Forest of Reading program

Educator Information
This must-have resource includes a detailed, full-colour map showing residential schools, a timeline with key dates, and a glossary.

Recommended for grades 7-12, but would still be useful for adults and college/university courses studying residential schools and Indigenous history.

This book has been evaluated and approved by ERAC (Educational Resource Acquisition Consortium, British Columbia).

Additional Information
112 pages | 10.43" x 8.26"

Students who study business in university are not likely to hear about or discuss examples of Indigenous business successes from across the country. Rarely would one see references to Aboriginal communities, let alone examples of them growing multi-million dollar businesses and partnering to lead innovative economic development projects that positively impact the national economy. Resources are scarce and inadequate, an oversight that is to our detriment.

Somewhere between a textbook and a book of collected essays, this collection of articles is an effort to build on and share the research of Aboriginal practitioners and scholars working in their respective fields. Where possible we share not only concepts, but also the voices of Aboriginal leaders, officials, Elders and other members of Aboriginal communities.

Indigenous Business in Canada addresses contemporary concerns and issues in the doing of Indigenous business in Canada, reveals some of the challenges and diverse approaches to business in Aboriginal contexts from coast to coast to coast, and demonstrates the direct impact that history and policy, past and present, have on business and business education.

Reviews
“Indigenous Business in Canada: Principles and Practices should serve as a conscious raiser for business education students and professionals working in housing, business, banking and other economic-development industries and support their ability to adapt to the growing importance of Aboriginal communities and business to the global economy.” -- Nelson & Waugh, Canadian Journal of Education, 2016

Educator Information
This textbook would be useful for courses in Business & Economics, Economic Development, Government & Business, and Indigenous Studies.

Additional Information
312 pages | 7.50" x 9.00

Edited by Keith G. Brown, Mary Beth Doucette, and Janice Esther Tulk.

In an educational milieu in which standards and accountability hold sway, schools can become places of stress, marginalization, and isolation instead of learning communities that nurture a sense of meaning and purpose. In Ensouling Our Schools, author Jennifer Katz weaves together methods of creating schools that engender mental, spiritual, and emotional health while developing intellectual thought and critical analysis.

Kevin Lamoureux contributes his expertise regarding Indigenous approaches to mental and spiritual health that benefit all students and address the TRC Calls to Action.

Grade: For all teachers

Reviews

Additional Information
200 pages | 8.00" x 10.50"

by Jennifer Katz | with Kevin Lamoureux | foreword by Ry Moran

Since the 1980s successive Canadian institutions, including the federal government and Christian churches, have attempted to grapple with the malignant legacy of residential schooling, including official apologies, the Royal Commission on Aboriginal Peoples, the Indian Residential Schools Settlement Agreement, and the Truth and Reconciliation Commission (TRC). In Residential Schools and Reconciliation, award winning author J. R. Miller tackles and explains these institutional responses to Canada’s residential school legacy. Analysing archival material and interviews with former students, politicians, bureaucrats, church officials, and the Chief Commissioner of the TRC, Miller reveals a major obstacle to achieving reconciliation – the inability of Canadians at large to overcome their flawed, overly positive understanding of their country’s history. This unique, timely, and provocative work asks Canadians to accept that the root of the problem was Canadians like them in the past who acquiesced to aggressively assimilative policies.

Excerpt
From the Conclusion:
"Canadians cannot approach reconciliation thinking that fine words and amicable gestures are enough. First Nations want their claims settled and many are interested in concluding treaties. Until Canada moves effectively to meet their desires, the country lacks the measures of social justice for Native peoples that are precondition for progress towards reconciliation...The cause of reconciliation is not hopeless; there are encouraging signs of individual and local initiatives designed to bring about reconciliation on a small scale...If enough of these small actions develop and spread, they could create the popular support for large-scale state measures that will redress the hard, material wrongs that stand in the way of reconciliation. Should that blissful day ever come, Canada will be able to advance meaningfully towards the goal of reconciliation."

Reviews
Professor Jim Miller of the University of Saskatchewan pulls back the curtain on the historical blame game. Residential Schools and Reconciliation documents Ottawa’s handling of Aboriginal issues. This is not ancient history. It just happened."
— Holly Doan, Blacklock’s Reporter. Saturday, November 18, 2017

As colonial nations around the world seek pathways to post-conflict reconciliation, J.R. Miller’s timely work is an important reminder of both the potential obstacles and the healing possibilities of such initiatives.
— Leigh Anne Williams, Publishers Weekly, February 12, 2018

Additional Information
368 pages | 6.00" x 9.00"

Literature not only represents Canada as “our home and native land” but has been used as evidence of the civilization needed to claim and rule that land. Indigenous people have long been represented as roaming “savages” without land title and without literature. Literary Land Claims: From Pontiac’s War to Attawapiskat analyzes works produced between 1832 and the late 1970s by writers who resisted these dominant notions.

Margery Fee examines John Richardson’s novels about Pontiac’s War and the War of 1812 that document the breaking of British promises to Indigenous nations. She provides a close reading of Louis Riel’s addresses to the court at the end of his trial in 1885, showing that his vision for sharing the land derives from the Indigenous value of respect. Fee argues that both Grey Owl and E. Pauline Johnson’s visions are obscured by challenges to their authenticity. Finally, she shows how storyteller Harry Robinson uses a contemporary Okanagan framework to explain how white refusal to share the land meant that Coyote himself had to make a deal with the King of England.

Fee concludes that despite support in social media for Theresa Spence’s hunger strike, Idle No More, and the Indian Residential School Truth and Reconciliation Commission, the story about “savage Indians” and “civilized Canadians” and the latter group’s superior claim to “develop” the lands and resources of Canada still circulates widely. If the land is to be respected and shared as it should be, literary studies needs a new critical narrative, one that engages with the ideas of Indigenous writers and intellectuals.

Awards
Finalist for the 2015 ACQL Gabrielle Roy Prize for Literary Criticism.

Reviews
Fee contributes to the decolonization of literary studies in Canada and readers will benefit from Fee's contextualization of Indigenous notions of land rights and language. ... scholars interested in issues related to decolonization and Indigenous sovereignty will find this work especially useful. — Lianne Leddy, H-Envirnoment, November -0001

Literary Land Claims is an extremely important contribution to conversations about literature in Canada. ... At a time when universities across Canada are endeavouring to heed the Truth and Reconciliation Commission’s “Calls to Action,” Fee points readers toward a goal of consensus building, one that is predicated on muddying the binary and hierarchical logics through which we have tended to understand identity and, indeed, colonialism itself. She opens up an engaging and necessary conversation, offering a model for rich, ethical scholarly engagement with a literary landscape that is extends far beyond this book, and beyond the confines of “Canlit.” — Sarah Krotz, English Studies in Canada

... Literary Land Claims is timely reading. ... a rich and thoughtful book which will appeal to anyone writing or teaching in fields relating to settler-colonial, Canadian, and Indigenous studies. Historians in particular will find Fee’s chapters a valuable complement to the original texts she discusses. — Megan Harvey, BC Studies, November -0001

Educator Information
This book would be useful for the following subject areas or courses: Literary Criticism, Social Science, Canadian Literature, Canadian History, Indigenous Studies.

Additional Information
326 pages | 6.00" x 9.00" | 10 black and white illustrations