Full Description
Indigenous scholars have been gathering, speaking, and writing about Indigenous knowledge for decades. These knowledges are grounded in ancient traditions and very old pedagogies that have been woven with the tangled strings and chipped beads of colonial relations. Pathways for Remembering and Recognizing Indigenous Thought in Education is an exploration into some of the shared cross-cultural themes that inform and shape Indigenous thought and Indigenous educational philosophy. These philosophies generate tensions, challenges, and contradictions that can become very tangled and messy when considered within the context of current educational systems that reinforce colonial power relations. Sandra D. Styres shows how Indigenous thought can inform decolonizing approaches in education as well as the possibilities for truly transformative teaching practices. This book offers new pathways for remembering, conceptualizing and understanding these ancient knowledges and philosophies within a twenty-first century educational context.
Contents
List of Figures Dedication and Acknowledgement Foreword (Dawn Zinga) SECTION 1: VISION - (RE)CENTERING Preface Introduction Chapter 1: Iethi'nihst nha Ohwentsia'k kha: Land, Circularity, and Storying SECTION 2: RELATIONSHIPS - (RE)MEMBERING Chapter 2: Iethi'nihst nha Ohwentsia'k kha: Space, Place and Land Chapter 3: Self-in-Relationship Chapter 4: "You're not the Indian I had in mind" SECTION 3: KNOWLEDGE - (RE)COGNIZING Chapter 5: Sacred Fires: Contemporary (Re)memberings of Ancient Knowledges and Very Old Pedagogies Chapter 6: Relations of Privilege-Relations of Power Chapter 7: Land and Circularity: An Indigenous Philosophical Approach to Thought SECTION 4: ACTION - (RE)GENERATING Chapter 8: Indigenous and Dominant Western Philosophies: A Bridge Too Far? Chapter 9: Indigenous Languages and Thought: A Verb-Oriented Reality SECTION 5: IETHI'NIHST NHA OHWENTSIA'K KHA - (RE)ACTUALIZING Chapter 10: Tensions, Challenges and Contradictions Chapter 11: Coyote as Trickster Chapter 12: Conclusions and Implications: Iethi'nihst nha Ohwentsia'k kha - Beyond Responsiveness and Place-based Education Notes References
