Pathways for Remembering and Recognizing Indigenous Thought in Education: Philosophies of Iethi'nihstenha Ohwentsia'kekha (Land)

by Sandra Styres

Overview

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.

Product Details

ISBN-13:	9781487521639
Publisher:	University of Toronto Press
Publication date:	03/22/2017
Pages:	248
Product dimensions:	5.90(w) x 8.90(h) x 0.70(d)

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.

Table 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

What People are Saying About This

Michael Marker

"Sandra D. Styres has produced a scholarly work that is ambitiously comprehensive and coheres around the most vital concerns of Indigenous and post-colonial scholars."

Greg Cajete

"Sandra D. Styres provides an excellent exemplification of the shared themes that inform Indigenous thought and espistemology and how they may be used to further the evolution of an Indigenously informed philosophy of education. Pathways for Remembering and Recognizing Indigenous Thought in Education is a very significant contribution to the field of Indigenous education."

Editorial Reviews

"Sandra D. Styres provides an excellent exemplification of the shared themes that inform Indigenous thought and espistemology and how they may be used to further the evolution of an Indigenously informed philosophy of education. Pathways for Remembering and Recognizing Indigenous Thought in Education is a very significant contribution to the field of Indigenous education."

—Greg Cajete, Director of Native American Studies, University of New Mexico

"Sandra D. Styres has produced a scholarly work that is ambitiously comprehensive and coheres around the most vital concerns of Indigenous and post-colonial scholars."

—Michael Marker, Department of Educational Studies, University of British Columbia

From the Publisher