Pathways for Remembering and Recognizing Indigenous Thought in Education: Philosophies of Iethi'nihstenha Ohwentsia'kekha (Land)
© 2017
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.
Product Details
- World Rights
- Page Count: 248 pages
- Dimensions: 6.0in x 0.6in x 9.0in
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Reviews
"Sandra D. Styres provides an excellent exemplification of the shared themes that inform Indigenous thought and espistemology and how they may be used to further the evolution of an Indigenously informed philosophy of education. Pathways for Remembering and Recognizing Indigenous Thought in Education is a very significant contribution to the field of Indigenous education."
Greg Cajete, Director of Native American Studies, University of New Mexico"Sandra D. Styres has produced a scholarly work that is ambitiously comprehensive and coheres around the most vital concerns of Indigenous and post-colonial scholars."
Michael Marker, Department of Educational Studies, University of British Columbia -
Author Information
Sandra D. Styres is an assistant professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education, University of Toronto.
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Table of contents
List of Figures
Dedication and Acknowledgement
Foreword (Dawn Zinga)
SECTION 1: VISION - (RE)CENTERING
Preface
Introduction
Chapter 1: Iethi’nihsténha Ohwentsia’kékha: Land, Circularity, and Storying
SECTION 2: RELATIONSHIPS - (RE)MEMBERING
Chapter 2: Iethi’nihsténha Ohwentsia’kékha: 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’NIHSTÉNHA OHWENTSIA’KÉKHA – (RE)ACTUALIZING
Chapter 10: Tensions, Challenges and Contradictions
Chapter 11: Coyote as Trickster
Chapter 12: Conclusions and Implications: Iethi’nihsténha Ohwentsia’kékha – Beyond
Responsiveness and Place-based Education
Notes
References
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Subjects and Courses
