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Pathways for remembering and recognizing Indigenous thought in education : philosophies of Iethi'nihsténha Ohwentsia'kékha (land) /
Sandra D. Styres.
Toronto ; Buffalo ; London : University of Toronto Press, 2017.
xiv, 234 pages : illustrations ; 23 cm
1487501803, 1487521634, 9781487501808, 9781487521639
More Details
Toronto ; Buffalo ; London : University of Toronto Press, 2017.
contents note
Introduction -- Iethi'nihsténha Ohwentsia'kékha : land, circularity, and storying -- Iethi'nihsténha Ohwentsia'kékha : space, place and land -- Self-in-relationship -- "You're not the Indian I had in mind" -- Sacred fires : contemporary (re)memberings of ancient knowledges and very old pedagogies -- Relations of privilege-relations of power -- Land and circularity : an indigenous philosophical approach to thought -- Indigenous and dominant western philosophies : a bridge too far? -- Indigenous languages and thought : a verb-oriented reality -- Tensions, challenges and contradictions -- Coyote as trickster -- Conclusions and implications: Iethi'nihsténha Ohwentsia'kékha : beyond responsiveness and place-based education.
local note
This title is part of the Indigenous Perspectives Collection at the Bora Laskin Law Library.
"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."--
catalogue key
Includes bibliographical references (pages 203-214) and index.

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