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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.
List 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
About the author
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.
Summary
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.
