Education

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

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 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 

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

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

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

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

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

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

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

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

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

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

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 |