Indigeneity and Sovereignty

• Popular Press
  • Gaudry, A. (2016, Jan. 13). Paved with good intentions: Simply requiring Indigenous content is not enough. Active History. http://activehistory.ca/2016/01/paved-with-good-intentions-simply-requiring-indigenous-content-is-not-enough/
• Scholarly/ Peer-Reviewed
  • Calderon, D. (2014). Anticolonial methodologies in education: Embodying land and Indigeneity in Chicana feminisms. Journal of Latino/Latin American Studies, 6(2), 81-96. https://doi.org/10.18085/llas.6.2.96wkl5357125j70
  • Daza, S. L., & Tuck, E. (2014). De/colonizing, (post)(anti) colonial, and indigenous education, studies, and theories. Educational Studies, 50(4), 307-312. https://doi.org/10.1080/00131946.2014.929918
  • Dei, G. S. (2012). Indigenous anti-colonial knowledge as ‘heritage knowledge’ for promoting Black/African education in diasporic contexts. Decolonization: Indigeneity, Education & Society, 1(1),102-119. https://jps.library.utoronto.ca/index.php/des/article/view/18631
  • Dion, S.D. (2007). Disrupting molded images: Identities, responsibilities, and relationships – teachers and indigenous subject material. Teaching Education 18(4): 329-342. https://doi.org/10.1080/10476210701687625
  • Dorries, H. & Harjo, L. (2020). Beyond safety: Refusing colonial violence through Indigenous feminist planning. Journal of Planning Education and Research, 40(2), 210-219.
  • Fast, E. & Drouin-Gagné, M. (2019). We need to get better at this! Pedagogies for truth telling about colonial violence. International Journal of Child, Youth and Family Studies, 10(1), 95-118. https://doi.org/10.18357/ijcyfs101201918808
  • Iseke-Barnes, J. M. (2008). Pedagogies for decolonizing. Canadian Journal of Native Education, 31(1), 123-148.
  • Leddy, S. & O’Neil, S. (2022). Learning to see: Generating decolonial literacy through contemporary identity-based Indigenous art. International Journal of Education & the Arts, 23(9). http://doi.org/10.26209/ijea23n9
  • Louie, D. W., Poitras-Pratt, Y., Hanson, A. J., & Ottmann, J. (2017). Applying Indigenizing principles of decolonizing methodologies in university classrooms. Canadian Journal of Higher Education 47(3): 16-33.  https://doi.org/10.47678/cjhe.v47i3.187948
  • Nakata, M., Nakata, V., Keech, S., & Bolt, R. (2012). Decolonial goals and pedagogies for indigenous studies. Decolonization: Indigeneity, Education & Society, 1(1), 120-140.
  • Pete, S. (2016). Commentary: 100 ways: Indigenizing & decolonizing academic programs. Aboriginal Policy Studies 6(1): 81-89. https://doi.org/10.5663/aps.v6i1.27455
  • Ragoonaden, K. & Mueller, L., (2017). Cultural responsive pedagogy: Indigenizing curriculum. The Canadian Journal of Higher Education, 47(2), 22-46.  https://doi.org/10.47678/cjhe.v47i2.187963
  • Rivera Santana, C. & Akhurst, G. (2021). Critical creative pedagogies: A decolonial and indigenous approach using visual arts and creative writing. The Australian Journal of Indigenous Education, 50(1), 47-54. doi:10.1017/jie.2019.20
  • Sutherland, D. & Swayze, N. (2012). Including Indigenous knowledges and pedagogies in science-based environmental education programs. Canadian Journal of Environmental Education, 17, 80-96.
  • Tom, M.N., Suárez-Krabbe, J., & Castro, T.C. (2017). Pedagogy of absence, conflict, and emergence: Contributions to the decolonization of education from the Native American, Afro-Portuguese, and Romani experiences. Comparative Education Review, 61(5), S121-S145. https://doi.org/10.1086/690219
  • Tuck, E. (2011). Rematriating curriculum studies. Journal of Curriculum and Pedagogy, 8(1), 1-4. https://doi.org/10.1080/15505170.2011.572521
  • Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1-40. https://resolver.scholarsportal.info/resolve/19298692/v01i0001/nfp_dinam.xml
  • Wildcat, M., McDonald, M., Irlbacher-Fox, S., & Coulthard, G. (2014). Learning from the land: Indigenous land based pedagogy and decolonization. Decolonization: Indigeneity, Education & Society, 3(3), I-XV. https://nycstandswithstandingrock.files.wordpress.com/2016/10/wildcat-et-al-2014.pdf
• Conference Papers, Reports, and Theses
  • Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. National Working Group on Education and the Minister of Indian Affairs, Indian and Northern Affairs Canada. https://www.afn.ca/uploads/files/education/24._2002_oct_marie_battiste_indigenousknowledgeandpedagogy_lit_review_for_min_working_group.pdf
• Journals
  • The Australian Journal of Indigenous Education
  • Decolonization: Indigeneity, Education & Society
• Books and Chapters
  • Battiste, M. A. (ed.) (2000). Reclaiming Indigenous voice and vision. UBC Press.
  • Battiste, M. (ed.) (2016). Visioning a Mi’kmaw humanities: Indigenizing the academy. Cape Breton University Press. 
  • Cornelius, C. (1999). Iroquois corn in a culture-based curriculum: a framework for respectfully teaching about cultures. State University of New York Press.
  • Dei, G.J.S. (2011). Indigenous philosophies and critical education: a reader. Peter Lang. 
  • Fawcett, L. & M. Johnson. (2019). Coexisting entities in multispecies worlds: Arts-based methodologies for decolonial pedagogies. In T. Lloro-Bidart & V.S. Banschbach (Eds.), Animals in Environmental Education. Palgrave Studies in Education and the Environment. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-98479-7_10
  • Goulet, L. M., & Goulet, K. N. (2014). Teaching each other: Nehinuw concepts and Indigenous pedagogies. UBC Press.
  • Grande, S. (2004). Red pedagogy: Native American social and political thought. Rowman & Littlefield.
  • Johnson, J.T. & Larsen, S.C. (2013). A deeper sense of place: stories and journeys of indigenous-academic collaboration. Oregon State University Press.
  • Kim, E.A. (2021). Integrating Indigenous and Western education in science curricula: Relationships at play. Palgrave. 
  • Medin, D. L. & Bang, M. (2014). Who’s asking?: Native science, Western science, and science education. MIT Press. 
  • McFarlane, P. & Schabus, N. (2018). Whose land is it anyway? A manual for decolonization. Federation of Post-Secondary Educators of BC.
  • Mihesuah, D. A. & Wilson, A. C. (Eds.). (2004). Indigenizing the academy: Transforming scholarship and empowering communities. University of Nebraska. 
  • Nadeau, D.M. & Reder, D. (2020). Unsettling spirit: a journey into decolonization. Mcgill-Queen’s Press.
  • Nicol, C., Archibald Q’um Q’um Xiiem, J., Glanfield, F., & Dawson, A.J. (Eds.). (2020). Living culturally responsive mathematics education with/in Indigenous communities. Brill Sense.
  • Petrovia, J.E. & Mitchell, R. (Eds.). (2018). Indigenous philosophies of education around the world. Routledge.
  • Pirbhai-Illich, F., Pete, S., & Martin, F. (Eds.). (2017). Culturally responsive pedagogy: Working towards decolonization, Indigeneity and interculturalism. Palgrave Macmillan.
  • Reder, D. & Morra, L. M. (Eds.). (2016). Learn, teach, challenge: Approaching Indigenous literatures. Wilfrid Laurier Press.
  • Sabzalian, L., Tuck, E., & Yang, K.W. (2019). Indigenous children’s survivance in public schools. Routledge.
  • Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples. Zed Books.
  • Snivley, G. & Williams W. L. (Eds.). Knowing home: Branding Indigenous science with Western science. University of Victoria. 
  • Tuhiwai-Smith, L. Tuck, E., & Yang, K. W. (eds). (2018). Indigenous and decolonizing studies in education: Mapping the long view. Routledge. 
  • Whitt, L. (2009). Science, colonialism and Indigenous peoples: The cultural politics of law and knowledge. Cambridge University Press.
  • Wilson, K. (2018). Foundations – Pulling together: A guide for Indigenization of post-secondary insitutions. BC Open Textbook Project.