Examines parent and community engagement, cultural and language programming, teachers, instruction and curriculum resources, professional development, and individual students supports at Francis of Assisi Elementary School and Le Roi Daniels Elementary School.
Goal was to find ways to incorporate Traditional Ecological Knowledge into the City of Calgary's Climate Action Strategy and Action Plans in a respectful and supportive manner and engage with Indigenous peoples to create equitable and inclusive environments. Includes three case studies: the Siksika response to disaster evacuations and displacement due to flooding; policy analysis of the ZéN Road Map and the Pan-Canadian Framework; and the Indigenous-led Wasahkotewinowak urban food sovereignty initiative.
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 312-330
Description
Author uses perspectives from school teachers and Indigenous writers to argue that “Indigenous literary arts can foster relational understandings between readers and Indigenous communities.” Encourages educators to draw on Indigenous literatures for inspiration and motivation in this work.