There are more than 476 million Indigenous peoples living in over 90 countries across the world and most of the children and youth who make up that population globally are denied quality culturally appropriate education. This handbook provides an overview of the field of Indigenous education and its historical context. It covers the myriad of issues that Indigenous learners and educators face, from systemic racism and inequities to inaccuracies in historical re-tellings, to low retention and graduation rates. Written by Indigenous scholars and educators from around the world the book is divided in five sections covering: theoretical perspectives; research methods and ethics; debates on Indigenous sovereignty; two-spirit and Indigiqueer experiences; and pedagogical/practical approaches to teaching. The chapters map out the key themes and issues in Indigenous education including, land philosophies, colonialism, dispossession, borderlands, storytelling, and reconciliation.
Foreword, Jane Hare
Introduction: Relationality and Borderlands, Sandra Styres (University of Toronto, Canada) and Ryan Neepin (Wilfred Laurier University, Canada)
Part I: Indigenous Research and Ethical Relationality
1. Practising and Investigating Akinoomaage: Reflecting on Indigenous Ways of Knowing as members of a First Nations Research Circle, Brent Debassige (Western University, Canada), Mary Deleary (University of Oklahoma, USA), Sara Spence (Western University, Canada), and Joshua Manitowabi (Brock University, Canada)
2. Intercultural Model for Higher Education in Quintana Roo, Mexico: Thinking of Yucatec Maya Indigenous Students’ Ways of Learning and Constructing Knowledge, Francisco J. Rosado-May, Valeria B. Cuevas-Albarrán and Litzy Noelia Chuc Tuk (Universidad Intercultural Maya de Quintana Roo, Mexico)
3. Boozhoo Balanyá / Greetings, Jaguar of Water!: An Indigenous-centred Study Abroad in Iximulew/Guatemala, Andrew Judge and Juan G. Sánchez Martínez (Lakehead University, Canada)
4. From Learning to Innovation in Yucatec Maya Food Systems: A Co-creation Process, Francisco J. Rosado-May, Miguel Ku Balam, Valeria B. Cuevas-Albarrán and Jorge Huchin Chan (Universidad Intercultural Maya de Quintana Roo, Mexico)
5. The Three Ethical Pillars of Indigenous Land-based Research & Pedagogical Framework, Sandra Styres (University of Toronto, Canada)
6. Barriers Systemic and Self-imposed: Understanding How Teachers Take Up Indigenous Perspectives in Their Professional Practice, Jean-Paul Restoule (University of Victoria, Canada)
Part II: Re-Centring Land, Language, and Indigenous Knowledge Systems
7. Pedagogy of Possibilities: A Critical-decolonial Framework for Re-connecting in Academia, Nancy Emilce Carvajal Medina (Universidad Pedagógica y Tecnológica, Colombia)
8. Androgynous Eroticism in Yucatec Maya Language and Literature, Raul Moarquech Ferrera-Balanquet and Isaac Esau Carillo Can (Howard University Gallery of Art, USA)
9. Curricular Transfigurations: (Re)Storying Queer Land Education, Pablo Montes (Texas Christian University, USA)
10. Skateboarding and Indigenous Education, Noah Romero (Hampshire College in Amherst, USA)
Part III: Indigenous Educational Sovereignty
11. Toward Intercultural Education – Ecuador As a Case Study, Karem Roitman (Open University, UK) and Alexis Oviedo (Universidad Andina Simón Bolívar, Ecuador)
12. Nihtotamowin: Listening, Language, and Land-Based Pedagogies, Angelina Weenie (University of Prince Edward Island, Canada)
13. The Commitment to Educational Autonomy in Ecuador: The Experience of the Kichwa People of Sarayaku, Sebastián Granda Merchán, Soledad Guzmán, Fernando Garcé (Salesian Polytechnic University, Ecuador), Mario Yaucén Remache (Sarayaku Bilingual Intercultural Community Educational Unit, Pastaza - Ecuador), Holger Cisneros Malaver (Shiwacocha Community of Sarayaku, Ecuador)
14. Reflections and Projections: An Evolutionary Transformation of Zimbabwean Indigenous Education, Controllah Gabi (Stockport College, UK) and Josephine Gabi (Manchester Metropolitan University, UK)
Part IV: Winds of Change in Transforming Education
15. Why Don't We Know About Indigenous Science?: Key Concepts, Some Myths and Frequent Misconceptions of Indigenous Knowledge, Yolanda López-Maldonado
16. Tipâcimôwin - My Story of Coming to Science, Caleb Wesley (Toronto Metropolitan University, Canada)
17. Dance Your Style in Teacher Education: Global Experiences of Teacher Education and Diversity, Angelina Weenie (University of Prince Edward Island, Canada), Karine Hindrix (KU Leuven, Belgium), Patricia Marie Anne Houde (Universidad de Guanajuato, Central Mexico), Esther Njeri Kiaritha (Moi University, Kenya), Alexis Oviedo (Universidad Andina Simón Bolívar, Ecuador), Qian Tan (Moonshot Academy, China), Michael Röhrig (Hessische Lehrkräfteakademie Studienseminar für Gymnasien Marburg, Germany) and Zayd Waghid (Cape Peninsula University of Technology, South Africa)
18. A River of Orange: Reconciliation, Relationality, Resistance, and Retaliation, Keri Cheechoo (Wilfred Laurier University, Canada)
19. Pedagogies of Reconciliaction, Sandra Styres (University of Toronto, Canada) and Ryan Neepin (Wilfred Laurier University, Canada)
Index
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