In Education, vol. 20, no. 1, Summer, 2014, pp. 57-81
Description
Presents a narrative study that explores the research question: "What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students?"
Describes the land-based university program and its role in resisting settler colonial capitalism, particularly the oil-based extractive resource economy that has defined the relationship between the Dene and the Canadian nation state.
Journal of Indigenous Social Development, vol. 3, no. 1, August 2014, pp. 1-15
Description
Discusses how western colonial ideals, that form the basis of the current education system, must be replaced with Indigenous philosophical systems as a foundation.
Uses traditional stories to illustrate fundamental principles of Indigenous education and argues that it must take place in the context of a relationship with the land.
Describes the land- and culture-based healing program developed by the Cree Nation of Chisasibi which promotes personal, family and community wellness rooted in the Cree way of life. Participants spend two- to three-weeks at a bush camp located 500 km east the community.
Introduces the special Issue and argues that decolonization requires forms of education that reconnect Indigenous peoples to land and land-based knowledges, languages, and social relations.
Author analyzes ways in which settler colonialism manifests and can be explored through actions, self-reflection and relationships; discusses the process of self-decolonization and its implications for relationship-building between Indigenous and non-Indigenous people.