Mapping and Complicating Conversations about Indigenous Education

References

• Ahenakew, C. (2016). Grafting indigenous ways of knowing onto non-indigenous ways of being: The (under-estimated) challenges of a decolonial imagination. International Review of Qualitative Research, Fall, 9(3), 323–340.
   Google Scholar
• Ahenakew, C. (in press). Sacred pain in indigenous metaphysics dancing towards cosmological reconciliations. Special Issue of the Canadian Journal of Native Education, 38(2).
   Google Scholar
• Ahenakew, C., Andreotti, V., Cooper, G., & Hireme, H. (2014). Beyond epistemic provincialism: De-provincializing Indigenous resistance. Alternative: An International Journal of Indigenous Peoples, 10(3), 216–231.
   Google Scholar
• Ahenakew, C., & Naepi, S. (2015). The difficult task of turning walls into tables. In A. Macfarlane, M. Webber, & S. Macfarlane (Eds.), Sociocultural realities: Exploring new horizons (pp. 181–194). Christchurch, NZ: Canterbury University Press.
   Google Scholar
• Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Durham, NC: Duke University Press.
   Google Scholar
• Alberta Education. (2013). Government of Alberta department of education: Ministerial order (#001/2013) student learning. Retrieved from http://education.alberta.ca/media/6951645/skmbt_c36413050707450.pdf
   Google Scholar
• Andreotti, V. (2010). Global education in the “21st Century”: Two different perspectives on the “post-“ of postmodernism. International Journal of Development Education and Global Learning, 2(2), 5–22.
   Google Scholar
• Andreotti, V., & Ahenakew, C. (2013). Educating. In S. Matthewman, C. West-Newman, & B. Curtis (Eds.), Being sociological (3rd ed., pp. 233–250). New York, NY: Palgrave MacMillan.
   Google Scholar
• Andreotti, V., Ahenakew, C., & Cooper, G. (2011). Epistemological pluralism: Ethical and pedagogical challenges in higher education. Alter-Natives: An International Journal of Indigenous Peoples, 7(1), 40–50.
   Google Scholar
• Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education and Society, 4(1), 21–40.
   Web of Science ®Google Scholar
• Andreotti, V., Stein, S., Pashby, K., & Nicolson, M. (2015). Social cartographies as performative devices in research on higher education. Higher Education Research & Development Journal (HERDSA). iFirst. doi:10.1080/07294360.2015.1125857
   Google Scholar
• Ball, S. (2013). The education debate (2nd ed.). Bristol, England: Policy Press.
   Google Scholar
• Barnhardt, R., & Kawagley, O. A. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology and Education Quarterly, 36(1), 8–23.
   Web of Science ®Google Scholar
• Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Ottawa, Canada: Indian and Northern Affairs Canada.
   Google Scholar
• Battiste, M., & Henderson, J. [Sa’ke’j] Y. (2009). Naturalizing Indigenous knowledge in Eurocentric education. Canadian Journal of Native Education, 32(1), 5–18.
   Google Scholar
• BC Ministry of Education. (2011). Province of British Columbia Strategic Plan 2011/12-2013/14. http://education.alberta.ca/media/6951645/skmbt_c36413050707450.pdf
   Google Scholar
• Brayboy, B. M. J., & Maughan, E. (2009). Indigenous epistemologies and teacher education: The story of the bean. Harvard Educational Review, 79(1), 1–21.
   Web of Science ®Google Scholar
• Cajete, G. A. (2015). Indigenous community: Rekindling the teachings of the seventh fire. St. Paul, MN: Living Justice Press.
   Google Scholar
• Cooper, G. (2008). Tawhaki and Māui: Critical literacy in indigenous epistemologies. Critical Literacy: Theories and Practices, 2(1), 37–42.
   Google Scholar
• Cooper, G. (2012). Kaupapa Maori research: Epistemic wilderness as freedom? New Zealand Journal of Educational Studies, 47(2), 64–73.
   Google Scholar
• Coulthard, G. (2014). Red skin, white masks: Rejecting the colonial politics of recognition. Minneapolis, MN: University of Minnesota Press.
   Google Scholar
• Donald, D. (2009). Forts, curriculum, and Indigenous Métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts. First Nations Perspectives, 2(1), 1–24.
   Google Scholar
• Ferguson, R. A. (2012). The reorder of things: The university and its pedagogies of minority difference. Minneapolis, MN: University of Minnesota Press.
   Google Scholar
• Friedel, T. L. (2011). Looking for learning in all the wrong places: Urban Native youths’ cultured response to Western-oriented place-based learning. International Journal of Qualitative Studies in Education, 24(5), 531–546.
   Google Scholar
• Grande, S. (2008). Red pedagogy: The un-methodology. In N. K. Dennzin, Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and indigenous methodologies (pp. 223–253). Los Angeles, CA: Sage.
   Google Scholar
• Grosfoguel, R. (2012). The dilemmas of ethnic studies in the United States: Between liberal multiculturalism, identity politics, disciplinary colonization, and decolonial epistemologies. Human Architecture: Journal of the Sociology of Self-Knowledge, 10(1), 81–90.
   Google Scholar
• Kuokkanen, R. (2008). What is hospitality in the academy? Epistemic ignorance and the (im)possible gift. The Review of Education, Pedagogy, and Cultural Studies, 30(1), 60–82.
   Google Scholar
• Macfarlane, H. A. (2012). “Other” education down-under: Indigenising the discipline for psychologists and specialist educators. Other Education, 1(1), 205–225.
   Google Scholar
• Marker, M. (2004). Theories and disciplines as sites of struggle: The reproduction of colonial dominance through the controlling of knowledge in the academy. Canadian Journal of Native Education, 28(1/2), 102.
   Google Scholar
• McGregor, H. E. (2012). Curriculum change in Nunavut: Towards Inuit Qaujimajatuqangit. Mcgill Journal of Education/Revue Des Sciences De L’éducation De Mcgill, 47(3), 285–302.
   Google Scholar
• Meyer, M. A. (2001). Our own liberation: Reflections on Hawaiian epistemology. The Contemporary Pacific, 13(1), 124–148.
   Web of Science ®Google Scholar
• Mitchell, N. (2015). (Critical ethnic studies) Intellectual. Critical Ethnic Studies, 1(1), 86–94.
   Google Scholar
• Newhouse, D. (2008). Ganigonhi: Oh.The good mind meets the academy. Canadian Journal of Native Education, 31(1), 184–197.
   Google Scholar
• Penetito, W. (2010). What’s Māori about Māori education?: The struggle for a meaningful context. Wellington, Australia: Victoria University Press.
   Google Scholar
• Saskatchewan Ministry of Education. (2010). Renewed Curricula: Understanding Outcomes. https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Renewed_Curricula.pdf
   Google Scholar
• Sheridan, J., & Longboat, R. D. (2006). The Haudenosaunee imagination and the ecology of the sacred. Space and Culture, 9(4), 365–381.
   Google Scholar
• Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3), 1–25.
   Google Scholar
• Styres, S., Haig-Brown, C., & Blimie, M. (2013). Toward a pedagogy of land: The urban context. Canadian Journal of Education/Revue Canadienne De L’éducation, 36(2), 34–67.
   Google Scholar
• Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the truth and reconciliation commission of Canada. Retrieved January 12, 2016, from http://www.trc.ca
   Google Scholar
• Tuck, E. & Gaztambide-Fernandez, R. (2013). . Journal of Curriculum Theorizing, 29(1), 72–89.
   Google Scholar
• Tuck, E., & McKenzie, M. (2014). Place in research: Theory, methodology, and methods. New York, NY: Routledge.
   Google Scholar
• Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1–23.
   Web of Science ®Google Scholar
• Tuhiwai Smith, L. (2012). Colonizing knowledges. In Decolonizing methodologies: Research and indigenous peoples (2nd ed., pp. 61–80). New York, NY: Zed Books.
   Google Scholar
• Weaver, J., Womack, C. S., & Warrior, R. (2006). Native critics in the world: Edward Said and nationalism. In J. Weaver, C. S. Womack, & R. Warrior (Eds.), American Indian literary nationalism (pp. 179–223). Albuquerque, NM: University of New Mexico Press.
   Google Scholar