Read more
Drawing on First Peoples Principles of Education, this book highlights the ways in which Indigenous learning and pedagogies parallel the western notion of Slow pedagogy.
List of contents
List of Illustrations
Abbreviations
Foreword: Weaving and Reweaving Indigenous Education in New Ways through the Timelessness of Transformative Thought, Teaching, and Learning xvii
Herman Michell
Preface
Acknowledgements
1. Tawâw
Bringing Indigenous Knowledge and Pedagogies into the Class
Indigenous Ways and Reconciliation
The Medicine Wheel Framework, Our Loom
Warp and Weft: Connecting Slow to Indigenous Ways
2. Building Decolonial Literacy for Indigenous Education
Historically Rooted Thought: We Are All Colonized People
It Is Not about the Lesson Plans
Ontologies
Identity
Place
Relationship
Weaving
Sourcing and Preparing Materials
3. Slow Ways and Indigenous Ways
Disconnecting from the Clock and Caring Deeply
Experiential
Land Conscious/Place Conscious
Deeply Relational
Internal Connection
Spinning
4. East - Spiritual - Respect
August on the Salish Sea: Tucked into a Bay
Dyeing the Yarn before the Weave
5. South - Emotional - Relevance
Why Emotion Matters
Decolonizing Is a Slow and Careful Business
Taking Trauma into Account
Developing Effective Practices
Circle Pedagogy
Winding the Wool
6. West - Physical - Reciprocity
The Unseen
The Visible, Physical, Material World
In the Classroom
Pedagogy that Nurtures
Relational Place-Conscious Pedagogy
Setting up the Loom
7. North - Intellectual - Responsibility
What Counts as Knowledge? How Much Knowledge Counts?
It Really Isn’t about the Lesson Plans
Adding an Indigenous Lens
Developing Effective Practices
Kendomang Zhagodenamonon Lodge
Button Blankets and Starblankets
Tiny Orange Sweater Project
Summing Up
Weaving and Finishing
8. Pimoteh (Walking)
References
Index
About the author
Shannon Leddy is an associate professor of Art Education at the University of British Columbia.
