College / University Literature

While awareness of the sexual and gendered colonial violence faced by Indigenous women, girls, and 2SLGBTQI+ people has grown, the field of Indigenous law and beyond has yet to fully engage with Indigenous feminisms, gender, and sexuality in a sustained way. Ravens Talking challenges this gap, treating Indigenous feminisms as essential, insightful, and deeply transformative.

Through critical feminist analyses, this book examines key issues in Indigenous law, demonstrating how legal understandings shift when gender is consistently, meaningfully, and creatively engaged. The contributors to this collection confront the forms of power shaping these essential conversations and bring to the fore intergenerational Indigenous feminisms; Indigenous law and gender; the forms of expression and translation between and across legal and political worlds; and the rich array of disagreements and conflicts between Indigenous women. Ravens Talking intends to capture the complexities arising from Indigenous feminisms in living contexts to provoke questions and develop critical perspectives.

Both intellectually rigorous and practically grounded, Ravens Talking is a vital contribution encouraging dialogue on Indigenous legal traditions, justice, and sovereignty.

Educator Information
Chapters
1. Indigenous Women Talking: The Work of Indigenous Feminisms in the World
2. Introduction: Indigenous Feminist Legal Studies
3. Nêhiyaw Ceremony, Gendered Protocols, and Nêhiyaw Law
4. Understanding Indigenous Womxn’s Economic Sovereignty through Story
5. Giving Voice to Jigonsaseh: A Feminine Perspective on the Haudenosaunee Legal Order
6. What if Survivors Wrote the Laws? An Indigenous Feminist Audit of Tribal Sexual Assault in the United States
7. Deliberating Feminist Legal Strategies in R v Barton
8. Visualizing Violence Against Indigenous Women: Documentary Film as Disruption in Finding Dawn and American Outrage
9. Sovereign Refusals: Spending Time with Apak in the Journals of Knud Rasmussen
10. Thoughts and Questions and Questions

Additional Information
272 pages | 6.00" x 9.00" | 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

The groundbreaking Indigenous style guide every writer needs.

The first published guide to common questions and issues of Indigenous style and process for those who work in words and other media is back in an updated new edition. This trusted resource offers crucial guidance to anyone who works in words or other media on how to work accurately, collaboratively, and ethically on projects involving Indigenous Peoples.

Editor Warren Cariou (Métis) and contributing editors Jordan Abel (Nisga’a), Lorena Fontaine (Cree-Anishinaabe), and Deanna Reder (Cree-Métis) continue the conversation started by the late Gregory Younging in his foundational first edition. This second conversation reflects changes in the publishing industry, Indigenous-led best practices, and society at large, including new chapters on author-editor relationships, identity and community affiliation, Two-Spirit and Indigiqueer identities, sensitivity reading, emerging issues in the digital world, and more.

This guide features:

• Twenty-two succinct style principles.
• Advice on culturally appropriate publishing practices, including how to collaborate with Indigenous Peoples, when and how to seek the advice of Elders, and how to respect Indigenous Oral Traditions and Traditional Knowledge.
• Terminology to use and to avoid.
• Advice on specific editing issues, such as biased language, capitalization, citation, accurately representing Indigenous languages, and quoting from historical sources and archives.
• Examples of projects that illustrate best practices.

Additional Information
208 pages | 5.50" x 7.50" | 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

Indigenous and non-Indigenous scholars forward child welfare issues currently impacting Indigenous children in Canada.

Developed by the Prairie Child Welfare Consortium, this edited collection brings together accomplished Indigenous and non-Indigenous scholars from the prairie provinces to forward critical research about a range of contemporary child welfare issues currently impacting Indigenous children in Canada.
 
Centering Indigenous knowledge and working to decolonize child welfare, contributors address the over-representation of Indigenous children in the child welfare system, the un-met recommendations of the TRC, the connections between colonialism and fetal alcohol spectrum disorders, the impact of Bill C-92, and more.
 
Contributors include: Jason Albert, Dorothy Badry, Cindy Blackstock, Elder Mae Louise Campbell, Peter Choate, Linda Dano-Chartrand, Michael Doyle, Koren Lightning Earle, Arlene Eaton Erickson, Yahya El-Lahib, Hadley Friedland,  Don Fuchs, Del Graff, Jennifer Hedges, Bernadette Iahtail, Jennifer King, Brittany Mathews, Eveline Milliken, Kelly Provost—Ekkinnasoyii (Sparks in a Fire), Christina Tortorelli, Gabrielle Lindstrom Tsapinaki, Susannah Walker, and Robyn Williams

Reviews
“A great contribution for all of us who conduct research, teach, and work directly in the field of Indigenous child welfare practice.”—Jeannine Carrière, author of Calling Our Families Home: Métis Peoples’ Experiences with Child Welfare

Additional Information
288 pages | 5.00" x 7.50" | 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

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

The graphic novel, This Place: 150 Years Retold, includes a variety of historical and contemporary stories that highlight important moments in Indigenous and Canadian history.

Written by Anishinaabe educator Christine M'Lot, the Teacher Guide for This Place: 150 Years Retold offers 12 comprehensive lessons that support teachers in

• introducing students to the unique demographic, historical, and cultural legacy of Indigenous communities and exploring acts of sovereignty and resiliency
• using circle pedagogy to show the interconnectedness of ideas and topics, primarily in the form of the medicine wheel
• infusing Indigenous pedagogical practices, such as working with others, seeking holism in understanding, and learning through storytelling
• engaging students’ understanding and encouraging them to embrace differing worldviews
• NEW! Incorporating the This Place CBC podcast when studying the graphic novel

Educator Information
Lessons in this teacher guide are appropriate to Grades 9–12 English, Grade 11 Global Issues, and Grade 12 Current Topics in First Nations, Métis, and Inuit Studies classes. They are also adaptable to relevant university or college courses.

Additional Information
160 Pages | 8.5" x 11" | Spiral Bound 

A Canadian bestseller and winner of the 2016 Canadian Historical Association Aboriginal History Book Prize, Unsettling Canada is a landmark text built on a unique collaboration between two First Nations leaders.

Arthur Manuel (1951-2017) was one of the most forceful advocates for Indigenous title and rights in Canada; Grand Chief Ron Derrickson, one of the most successful Indigenous businessmen in the country. Together, they bring a fresh perspective and bold new ideas to Canada's most glaring piece of unfinished business: the place of Indigenous peoples within the country's political and economic space.

This vital second edition features a foreword by award-winning activist Naomi Klein and an all-new chapter co-authored by law professor Nicole Schabus and Manuel's son, Ska7cis, honouring the multi-generational legacy of the Manuel family's work.

Reviews
“Pragmatic and helpful, this is a timely book for our fraught and political moment” — Quill & Quire

"Unsettling Canada is a breathtakingly beautiful story of Indigenous resistance, strength, and movement building. Unsettling Canada echoes the power of George Manuel's The Fourth World, centering the heart of the narrative deep inside a kind of Indigenous intelligence rarely shared outside our communities. This is the critical conversation that Canada and Indigenous peoples must have because it is centred on land, and, therefore, it is one of the most important books on Indigenous politics I've ever read." — Leanne Betasamosake Simpson, author of Dancing on Our Turtle's Back

Educator Information
This resource would be useful for courses in history, social justice, political science, and social studies.  Recommended for students in grades 10 to 12 or those at a college/university level.

Additional Information
320 pages | 6.00" x 9.00"

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"

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"

Dementia is on the rise around the world, and health organizations in Canada, the United States, and New Zealand are responding to the urgent need – voiced by communities and practitioners – for guidance on how best to address memory loss in Indigenous communities. This innovative volume responds to the call by bringing together, for the first time, research studies and Indigenous teaching stories on this topic. Using decolonizing methods, it addresses key areas of concern with chapters that:

• examine the prevalence and causes of dementia, as well as the public discourse surrounding the issue
• provide examples for incorporating Indigenous perspectives on care and prevention into research and practice
• demonstrate culturally safe applications of research to Elder care.

Presenting strategies for health practice and effective collaborative research informed by Indigenous knowledge and worldviews, this book is a valuable resource for researchers, practitioners, students, and educators who seek a better understanding of memory loss and memory care.

This book will be of interest to students, educators, researchers, and practitioners working in or interested in the fields of dementia studies and Indigenous health.

Reviews
"This book represents the first significant contribution to what we know about how Indigenous peoples understand dementia and memory loss." -  from the foreword by Rod McCormick (Kanienkehaka), professor and British Columbia Innovation Council research chair in Aboriginal Health, Faculty of Education and Social Work, Thompson Rivers University

"A leap forward in understanding how health care can be provided in culturally safe ways." - Lloy Wylie, assistant professor, Schulich School of Medicine and Dentistry, Western University

Educator Information

Table of Contents
Foreword / Rod McCormick
Introduction / Wendy Hulko, Jean E. Balestrery, and Danielle Wilson
We Call It Healing / Secwepemc Elder, Wendy Hulko, Danielle Wilson, Star Mahara, Gwen Campbell-McArthur, Jean William, Cecilia DeRose, and Estella Patrick Moller

Part 1: Prevalence, Causes, and Public Discourse
1 Current and Projected Dementia Prevalence in First Nations Populations in Canada / Jennifer Walker and Kristen Jacklin
2 Indigenous Vascular Dementia: An Indigenous Syndemic Dementia Model / J. Neil Henderson, Linda D. Carson, and Kama King
3 A Story about Joe in the News Media: Decolonizing Dementia Discourse / Suzanne MacLeod
Coyote: Keeper of Memories / Danielle Wilson, Gwen Campbell-McArthur, Wendy Hulko, Star Mahara, Jean William, Cecilia DeRose, and Estella Patrick Moller

Part 2: Indigenous Perspectives on Care and Prevention
4 Perceptions of Dementia Prevention among Anishinaabe Living on Manitoulin Island / Jessica E. Pace, Kristen Jacklin, Wayne Warry, and Karen Pitawanakwat
5 The Understanding from Within Project: Perspectives from Indigenous Caregivers / Carrie Bourassa, Melissa Blind, Kristen Jacklin, Eric Oleson, and Kate Ross-Hopley
6 Oldest Age Does Not Come Alone: “What’s the Name of the Day?” / Mere Kēpa
A Fecund Frontier: We Listen ... in between Talk ... We Listen / Jean E. Balestrery and Sophie “Eqeelana Tungwenuk” Nothstine

Part 3: Applying Theory and Knowledge to Practice
7 Depression, Diabetes, and Dementia: Historical, Biocultural, and Generational Factors among American Indian and Alaska Native Elders / Linda D. Carson, J. Neil Henderson, and Kama King
8 Adapting CIRCA-BC in the Post-Residential-School Era / Barbara Purves and Wendy Hulko
9 Focus(ing) on Love and Respect: Translating Elders’ Teachings on Aging and Memory Loss into Learning Tools for Children and Youth / Wendy Hulko, Danielle Wilson, and Jessica Kent

Conclusion / Wendy Hulko, Jean E. Balestrery, and Danielle Wilson
Index

Additional Information
264 pages | 6.00" x 9.00"

downstream: reimagining water brings together artists, writers, scientists, scholars, environmentalists, and activists who understand that our shared human need for clean water is crucial to building peace and good relationships with one another and the planet. This book explores the key roles that culture, arts, and the humanities play in supporting healthy water-based ecology and provides local, global, and Indigenous perspectives on water that help to guide our societies in a time of global warming. The contributions range from practical to visionary, and each of the four sections closes with a poem to encourage personal freedom along with collective care.

This book contributes to the formation of an intergenerational, culturally inclusive, participatory water ethic. Such an ethic arises from intellectual courage, spiritual responsibilities, practical knowledge, and deep appreciation for human dependence on water for a meaningful quality of life. downstream illuminates how water teaches us interdependence with other humans and living creatures, both near and far.

Reviews
"Downstream stakes out a bold and creative claim to collaborative and cross-cultural eco-spiritual-neo-traditional knowing and, with it, new approaches to policy and action. A timely read that lends depth and resonance to some of the material and voices [in other books on the subject]." — Heather Menzies, Literary Review of Canada, June 2017

"This rich collection brings together the work of artists, writers, scientists, scholars, environmentalists, and activists, all focusing on the looming global water crisis. ... Writing styles vary from piece to piece throughout the book—poetic, personal, journalistic, and academic—but the shifts between each are well worth navigating for any reader interested in human futures on Earth."— Publishers Weekly, August 2017

"This collection of works successfully expands our knowledge of and experience with water by merging natural science, social science, arts, and humanities approaches to water. It offers new, innovative, and engaging ways to think about and experience water, especially as it relates to life and vitality."— Sara Beth Keough, American Review of Canadian Studies, November -0001

Educator Information
This collection of essays is useful for these course/subject areas or topics: Language Arts & Disciplines; Creative Writing; Indigenous Studies; Poetry; Environmental Studies; Environmental Humanities.

Table of Contents

Introduction: Re-storying Waters, Re-storying Relations / Rita Wong and Dorothy Christian

Part I: Contexts for Knowing and Unknowing Water
1. Planetary Distress Signals / Alanna Mitchell
2. Water / Lee Maracle
3. Interweaving Water: The Incremental Transformation of Sovereign Knowledge into Collaborative Knowledge / Michael D. Blackstock
4. Water and Knowledge / Astrida Neimanis
5. Excerpts from “a child’s fable” / Baco Ohama

Part II: Water Testimonies: Witness, Worry, and Work
6. Water: The First Foundation of Life / Mona Polacca
7. From Our Homelands to the Tar Sands / Melina Laboucan Massimo
8. Keepers of the Water: Nishnaabe-kwewag Speaking for the Water / Renee Elizabeth Mzinegiizhigo-kwe Bedard
9. Water Walk Pedagogy / Violet Caibaiosai
10. A Response to Pascua Lama / Cecilia Vicuna

Part III: Shared Ethical and Embodied Practices
11. Moving with Water: Relationship and Responsibilities / Alannah Young Leon and Denise Marie Nadeau
12. Bodies of Water: Meaning in Movement / Seonagh Odhiambo Horne
13. Upstream: A Conversation with Water / Cathy Stubington
14. Ice Receding, Books Reseeding / Basia Irland
15. Tsunami Chant / Wang Ping

Part IV: A Respectful Co-existence in Common: Water Perspectives
16. Listening to the Elders at the Keepers of the Water Gathering /Radha D’Souza
17. Coastal Waters in Distress from Excessive Nutrients / Paul J. Harrison
18. Bodies of Water: Asian Canadians In/Action with Water /Janey Lew
19. Permeable Toronto: A Hydro-Eutopia / Janine MacLeod
20. Saturate/Dissolve: Water for Itself, Un-Settler Responsibilities, and Radical Humility / Larissa Lai
21. Bring Me Back / Janet Rogers

Additional Information
300 pages | 6.00" x 9.00" 

For nearly 100 years, Indian boarding schools in Canada and the US produced newspapers read by white settlers, government officials, and Indigenous parents. These newspapers were used as a settler colonial tool, yet within these tightly controlled narratives there also existed sites of resistance. This book traces colonial narratives of language, time, and place from the nineteenth-century to the present day, post-Truth and Reconciliation Commission.

Educator Information
1. Bury the Lede: Introduction
2. Printer’s Devil: The Trade of Newspapers
3. Indigenous Languages Did Not Disappear: English Language Instruction
4. "Getting Indian Words": Representations of Indigenous Languages
5. Ahead by a Century: Time on Paper
6. Anachronism: Reading the Nineteenth Century Today
7. Layout: Space, Place, and Land
8. Concluding Thoughts

Additional Information
256 pages | 6.00" x 9.00"

Unsettling Canada, a Canadian bestseller, is built on a unique collaboration between two First Nations leaders, Arthur Manuel and Grand Chief Ron Derrickson.

Both men have served as chiefs of their bands in the B.C. interior and both have gone on to establish important national and international reputations. But the differences between them are in many ways even more interesting. Arthur Manuel is one of the most forceful advocates for Aboriginal title and rights in Canada and comes from the activist wing of the movement. Grand Chief Ron Derrickson is one of the most successful Indigenous businessmen in the country.

Together the Secwepemc activist intellectual and the Syilx (Okanagan) businessman bring a fresh perspective and new ideas to Canada’s most glaring piece of unfinished business: the place of Indigenous peoples within the country’s political and economic space. The story is told through Arthur’s voice but he traces both of their individual struggles against the colonialist and often racist structures that have been erected to keep Indigenous peoples in their place in Canada.

In the final chapters and in the Grand Chief’s afterword, they not only set out a plan for a new sustainable indigenous economy, but lay out a roadmap for getting there.

Reviews
“This is the back story of both grassroots and backroom struggles that created the context in which we find ourselves today, one in which a new generation of First Nations leaders is demanding sovereignty and self-determination, and more and more non-Indigenous Canadians finally understand that huge swaths of this country we call Canada is not ours - or our government's - to sell.” — Naomi Klein, from the Foreword

“Pragmatic and helpful, this is a timely book for our fraught and political moment” — Quill & Quire

"Unsettling Canada is a breathtakingly beautiful story of Indigenous resistance, strength, and movement building. Unsettling Canada echoes the power of George Manuel's The Fourth World, centering the heart of the narrative deep inside a kind of Indigenous intelligence rarely shared outside our communities. This is the critical conversation that Canada and Indigenous peoples must have because it is centred on land, and, therefore, it is one of the most important books on Indigenous politics I've ever read." — Leanne Betasamosake Simpson, author of Dancing on Our Turtle's Back

Educator Information
This resource would be useful for courses in history, social justice, political science, and social studies.  Recommended for students in grades 10 to 12 or those at a college/university level.

CONTENTS
Foreword Naomi Klein
Chapter 1 The Lay of the Land
Chapter 2 Institutionalizing a People: Indian Hospital, School, Jail
Chapter 3 White Paper to Red Paper: Drawing the Battle Lines
Chapter 4 Occupy Indian Affairs: Native Youth in Action
Chapter 5 Aboriginal Title: No Surrender
Chapter 6 The Constitution Express: A Grassroots Movement
Chapter 7 Don’t Let Them Bully You: A Business Interlude
Chapter 8 A Chief’s Concerns: Finances, the People, and the Land
Chapter 9 Upping the Ante: RCAP and a Landmark Court Decision
Chapter 10 The Battle in the Forest: The Trade in Indian Trees
Chapter 11 Sun Peaks to Geneva: Playgrounds and Fortresses
Chapter 12 Taking It to the Bank: Accounting for Unpaid Debt
Chapter 13 The Fourth World: A Global Movement
Chapter 14 Line of Defence: Side by Side for Mother Earth
Chapter 15 No Half Measures: The Price of Uncertainty
Chapter 16 Days of Protest: Young Activists Come Together
Chapter 17 The End of Colonialism
Afterword Grand Chief Ronald M. Derrickson
Acknowledgements
Appendix United Nations Declaration on the Rights of Indigenous Peoples
Notes
Index

Additional Information
288 pages | 6.00" x 9.00"

Francis Pegahmagabow (1889–1952), a member of the Ojibwe nation, was born in Shawanaga, Ontario. Enlisting at the onset of the First World War, he became the most decorated Canadian Indigenous soldier for bravery and the most accomplished sniper in North American military history. After the war, Pegahmagabow settled in Wasauksing, Ontario. He served his community as both chief and councillor and belonged to the Brotherhood of Canadian Indians, an early national Indigenous political organization. Francis proudly served a term as Supreme Chief of the National Indian Government, retiring from office in 1950.

Francis Pegahmagabow’s stories describe many parts of his life and are characterized by classic Ojibwe narrative. They reveal aspects of Francis’s Anishinaabe life and worldview. Interceding chapters by Brian McInnes provide valuable cultural, spiritual, linguistic, and historic insights that give a greater context and application for Francis’s words and world. Presented in their original Ojibwe as well as in English translation, the stories also reveal a rich and evocative relationship to the lands and waters of Georgian Bay.

In Sounding Thunder, Brian McInnes provides new perspective on Pegahmagabow and his experience through a unique synthesis of Ojibwe oral history, historical record, and Pegahmagabow family stories.

Awards

• Fred Landon Award, Ontario Historical Society (2018)
• American Book Award, Before Columbus Foundation (2017)

The Land We Are is a stunning collection of writing and art that interrogates the current era of reconciliation in Canada. Using visual, poetic, and theoretical language, the contributors approach reconciliation as a problematic narrative about Indigenous-settler relations, but also as a site where conversations about a just future must occur. The result of a four-year collaboration between artists and scholars engaged in resurgence and decolonization, The Land We Are is a moving dialogue that blurs the boundaries between activism, research, and the arts.

The contributors to this book include leading artists and scholars engaged in questions of resurgence, restitution, and decolonization.

Contributors: Jordan Abel, Leah Decter, Jonathan Dewar, David Garneau, Ayumi Goto, Allison Hargreaves, Gabrielle L'Hirondelle Hill, Jaimie Isaac, David Jefferess, Layli Long Soldier, The New BC Indian Art and Welfare Society Collective, Sophie McCall, Peter Morin, Skeena Reece, Dylan Robinson, Sandra Semchuk, Adrian Stimson, Clement Yeh, and Keren Zaiontz.

Reviews
"This beautifully produced, richly illustrated volume not only offers readers a visual journey into the featured artistic installations and performance pieces, but through its creative use of text and graphic design is itself an artistic statement on reconciliation." --Winnipeg Free Press

Educator Information
Recommended for students in grades 11 and 12, as well as at a college/university level.  

Additional Information
240 pages | 6.50" x 9.50"

Read, Listen, Tell brings together an extraordinary range of Indigenous stories from across Turtle Island (North America). From short fiction to as-told-to narratives, from illustrated stories to personal essays, these stories celebrate the strength of heritage and the liveliness of innovation. Ranging in tone from humorous to defiant to triumphant, the stories explore core concepts in Indigenous literary expression, such as the relations between land, language, and community, the variety of narrative forms, and the continuities between oral and written forms of expression. Rich in insight and bold in execution, the stories proclaim the diversity, vitality, and depth of Indigenous writing.

Building on two decades of scholarly work to centre Indigenous knowledges and perspectives, the book transforms literary method while respecting and honouring Indigenous histories and peoples of these lands. It includes stories by acclaimed writers like Thomas King, Sherman Alexie, Paula Gunn Allen, and Eden Robinson, a new generation of emergent writers, and writers and storytellers who have often been excluded from the canon, such as French- and Spanish-language Indigenous authors, Indigenous authors from Mexico, Chicana/o authors, Indigenous-language authors, works in translation, and "lost" or underappreciated texts.

In a place and time when Indigenous people often have to contend with representations that marginalize or devalue their intellectual and cultural heritage, this collection is a testament to Indigenous resilience and creativity. It shows that the ways in which we read, listen, and tell play key roles in how we establish relationships with one another, and how we might share knowledges across cultures, languages, and social spaces.

Reviews
Edited by experts in Indigenous literature and contextualised beautifully, historical writers like E. Pauline Johnson are placed alongside exciting genres like Indigenous Science Fiction — illustrating the vibrancy and innovation of Indigenous storytelling across time, space and politics. If you want a primer on Indigenous cultural expressions, this is for you. If you want deft, detailed stories in Indigenous written, oral and graphic traditions, these will expand your thinking. Read, Listen, Tell will make you laugh, dream and search for more. — Niigaanwewidam Sinclair

A unique compendium that is the direct result of outstanding and painstaking scholarship, Read, Listen, Tell: Indigenous Stories from Turtle Island is an impressively informative, deftly organized, and exceptionally well presented volume that is unreservedly recommended for both community and academic library Indigenous Cultural Studies collections and supplemental reading lists. — Midwest Book Review

Read, Listen, Tell collects a brilliant and vast array of indigenous short fiction, bolstered by insightful critical essays that prioritize indigenous voices, culture, and methodologies. — Clarissa Goldsmith, Foreword Reviews, July 2017

Educator Information
• Connects Indigenous writing across colonial settler borders (of Canada, USA, and Mexico) at a time when those borders are hardening in light of security measures.
• Truth and Reconciliation Commission report highlights focus on education, prioritizing Indigenous knowledges, pedagogies, and perspectives—this book provides that.
• Provides curriculum material for new Indigenous content mandates in some provinces (Ontario, BC).
• Includes French-, Spanish-, and Indigenous-language.
• Indigenous authors (in translation).

Additional Information
410 pages | 6.00" x 9.00"
Edited by Sophie McCall, Deanna Reder, David Gaertner, and Gabrielle L'Hirondelle Hill

Part survey of the field of Indigenous literary studies, part cultural history, and part literary polemic, Why Indigenous Literatures Matter asserts the vital significance of literary expression to the political, creative, and intellectual efforts of Indigenous peoples today. In considering the connections between literature and lived experience, this book contemplates four key questions at the heart of Indigenous kinship traditions: How do we learn to be human? How do we become good relatives? How do we become good ancestors? How do we learn to live together? Blending personal narrative and broader historical and cultural analysis with close readings of key creative and critical texts, Justice argues that Indigenous writers engage with these questions in part to challenge settler-colonial policies and practices that have targeted Indigenous connections to land, history, family, and self. More importantly, Indigenous writers imaginatively engage the many ways that communities and individuals have sought to nurture these relationships and project them into the future.

This provocative volume challenges readers to critically consider and rethink their assumptions about Indigenous literature, history, and politics while never forgetting the emotional connections of our shared humanity and the power of story to effect personal and social change. Written with a generalist reader firmly in mind, but addressing issues of interest to specialists in the field, this book welcomes new audiences to Indigenous literary studies while offering more seasoned readers a renewed appreciation for these transformative literary traditions.

Awards

• 2019 PROSE Award for Literature

COLONIZED CLASSROOMS
Racism, Trauma and Resistance in Post-Secondary Education

In Colonized Classrooms, Sheila Cote-Meek discusses how Aboriginal students confront narratives of colonial violence in the post secondary classroom, while they are, at the same time, living and experiencing colonial violence on a daily basis. Basing her analysis on interviews with Aboriginal students, teachers and Elders, Cote-Meek deftly illustrates how colonization and its violence are not a distant experience, but one that is being negotiated every day in universities and colleges across Canada.

Educator Information
Contents: Setting the Context • Conceptualizing the Impact of the Colonial Encounter • Negotiating the Culture/Colonial Divide in the Postsecondary Classroom • Negotiating Race in the Postsecondary Classroom • Trauma in the Classroom • Resisting Ongoing Racism and Colonialism in the Postsecondary Classroom • Closing the Circle: The Possibilities for Transformational Pedagogy • References

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