Pathways for Remembering and Recognizing Indigenous Thought in Education: Philosophies of Iethi'nihstenha...

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Sandra Styres

Pathways for Remembering and Recognizing Indigenous Thought in Education

Philosophies of Iethi'nihstenha Ohwentsia'kekha (Land)

Sandra Styres

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English

University of Toronto Press
22 March 2017

Humanities; Philosophy; Popular philosophy; Philosophy & theory of education; Moral & social purpose of education

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.

By: Sandra Styres
Imprint: University of Toronto Press
Country of Publication: Canada
Dimensions: Height: 229mm, Width: 152mm, Spine: 15mm
Weight: 380g
ISBN: 9781487521639
ISBN 10: 1487521634
Pages: 277
Publication Date: 22 March 2017
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

"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"

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.

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

""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