Featured Resource
Wayi Wah! Indigenous Pedagogies by Call Number: Fennell STACKS LC1099.515 .C85 C47 2022Publication Date: 2022Starred selection for CCBC's Best Books Ideal for Teachers 2023! This powerful and engaging resource is for non-Indigenous educators who want to learn more, are new to these conversations, or want to deepen their learning.
Decolonizing
- Indigegogy: An Invitation to Learning in a Relational Way (PDF 7.61 MB opens new window)
This book by Barbara Schellhammer and Stan Wilson, discusses "Indigenous Pedagogy”. The format of the book, a dialogue between authors, invites its readers into a process of relational learning.
Decolonizing Methodologies: Research and Indigenous Peoples by Call Number: IAHS STACKS GN380 .S65 2012Publication Date: 2012
Why Indigenous Literatures Matter by Call Number: Fennell STACKS PS153.I52 .J878 2018Publication Date: 2018
Truth and Reconciliation in Canadian Schools by Call Number: Fennell STACKS E96.2 .T68 2018Publication Date: 2018
Career Counselling for Aboriginal Youth by Call Number: Fennell STACKS HF5381 .C226 1994Publication Date: 1994
Cree Ways of Knowing and School Science by Call Number: IAHS STACKS E99.C88 .M52 2013Publication Date: 2013
Adult education
Moving Forward, Giving Back by Call Number: Fennell STACKS E96.65.M36 .M69 2013Publication Date: 2013
Articles
- Computer science in Māori or Innuit: Why Indigenous youth in New Zealand and Canada embrace itCode.org® is dedicated to expanding access to computer science increasing participation by young women and students from other underrepresented groups.
- Neo-colonialism in Our Schools: Representations of Indigenous Perspectives in Ontario Science CurriculaMotivated by the striking under-representation of Indigenous students in the field of science and technology, the Ontario Ministry of Education has attempted to integrate Aboriginal perspectives into their official curricula in hopes of making a more culturally relevant curriculum for Indigenous students. Using hermeneutic content analysis (HCA), a mixed-method framework for analyzing content, this study examined how and to what extent Aboriginal content is represented in Ontario’s official science curriculum documents. Given that very little has been published in this specific area, this research sheds light on the current state of the representation of Aboriginal cultures in contemporary Canadian science curriculum.
- Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful PracticesThe Ontario Ministry of Education has declared a commitment to Indigenous student success and has advanced a policy framework that articulates inclusion of Indigenous content in schooling curriculum (Ontario Ministry of Education, 2007). What are the perceptions among educators and parents regarding the implementation of policy directives, and what is seen to encourage or limit meaningful implementation? To answer these questions, this article draws on interviews with 100 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators from Ontario Canada. Policy directives are seen to benefit Indigenous and non-Indigenous students. Interviews also reveal challenges to implementing Indigenous curricular policy, such as unawareness and intimidation among non-Indigenous educators regarding how to teach material. Policy implications are considered.
- What Motivates Native Computer Science Students?Winds of Change is the premier nationally distributed magazine with a single-minded focus on career and educational advancement for all Indigenous people in science, technology, engineering, and math (STEM).
Classroom
Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms by Call Number: Fennell STACKS E76.6 .J66 2002Publication Date: 2002
Achieving Aboriginal Student Success: A Guide for K to 8 Classrooms by Call Number: Fennell STACKS E96.2 .T68 2011Publication Date: 2011
Achieving Indigenous Student Success: A Guide for Secondary Classrooms by Call Number: Fennell STACKS E96.2 .T68 2016Publication Date: 2016
Supporting Indigenous Children's Development by Call Number: Fennell STACKS E96.2 .B35 2006Publication Date: 2006
Integrating Aboriginal Perspectives into the School Curriculum by Call Number: Fennell STACKS E96.2 .K36 2011Publication Date: 2011
First Nations, Métis, and Inuit Student Success by Call Number: IAHS STACKS E96.2 .S73 2014Publication Date: 2014
Post-secondary
Working with Elders and Indigenous Knowledge Systems: A Reader and Guide for Places of Higher Learning by Call Number: Fennell and IAHS STACKS E96.2 .M53 2011Publication Date: 2011
Dropping the "T" from Can't: Enabling Aboriginal Post-Secondary Academic Success in Science and Mathematics by Call Number: IAHS STACKS E96.2 .H64 2018Publication Date: 2018
Working with Aboriginal Communities in Places of Higher Learning by Call Number: Fennell STACKS E96.2 .M52 2013Publication Date: 2013
Science and Native American Communities by Call Number: IAHS STACKS E96 .S35 2001Publication Date: 2001
eBooks
- Knowing Home: Braiding Indigenous Science with Western Science, Book 1
Knowing Home attempts to capture the creative vision of Indigenous scientific knowledge and technology that is derived from an ecology of a home place. The traditional wisdom component of Indigenous Science—the values and ways of decision-making—assists humans in their relationship with each other, the land and water, and all of creation. - Knowing Home: Braiding Indigenous Science with Western Science, Book 2
Indigenous perspectives have the potential to give insight and guidance to the kind of environmental ethics and deep understanding that we must gain as we attempt to solve the increasingly complex problems of the 21st century. The book provides a window into the vast storehouse of innovations and technologies of the Indigenous peoples who live in Northwestern North America.
Position paper
- Incorporating Indigenous Cultures and Realities in STEM (PDF 1.15MB)When educators use a culturally responsive curriculum—one that bridges Indigenous ways of knowing with Western science—Indigenous students are more engaged and perform better.
- Indigenous Protocol and Artificial Intelligence (PDF 9.9MB)This position paper on Indigenous Protocol (IP) and Artificial Intelligence (AI) is a starting place for those who want to design and create AI from an ethical position that centers Indigenous concerns. Each Indigenous community will have its own particular approach to the questions we raise in what follows. What we have written here is not a substitute for establishing and maintaining relationships of reciprocal care and support with specific Indigenous communities. Rather, this document offers a range of ideas to take into consideration when entering into conversations which prioritize Indigenous perspectives in the development of artificial intelligence.