Indigenous Resistance & Decolonization
Transforming Eurocentric Consciousness
This book is intended to contribute to both the theoretical debate and classroom practice in the field of education. It explores the legitimacy of Aboriginal, holistic paradigms within some of the diverse frameworks available to educators: experiential learning, feminist and anti-racist pedagogies are emphasized. It documents an effort to interrupt current Aboriginal/European power relations by evolving an alternative Aboriginal teaching model and enacting it within university classrooms. This work reflects an understanding that all sites must be engaged as potentially emancipatory.
Administering Indian Residential Schooling in Prince Albert, 1867-1995
“This book tells the story of how residential schooling for Indian children has been administered in Prince Albert for more than a century. In some ways, our experience of residential schooling has been similar to that of other Aboriginal peoples throughout Canada and other countries. In other ways, however, our story is quite different. At a time when Indian residential schools were closing elsewhere in Canada, the people of the Prince Albert Grant Council saw a need to take over and completely remake an institution that had previously been used to direct and control our people. Recognizing the positive role that a completely different kind of Indian-controlled child education centre might play, we have created and pursued our own vision of how to care for and educate those of our children who require special treatment. The courage and commitment that our leaders and staff have shown in working to make this vision a reality deserves to be celebrated. The tactics that federal officials have employed to frustrate and undermine our efforts also need to be recorded.” -Grand Chief Alphonse Bird
The Story of the Bear River Mi’kmaw Community
L’sitkuk (pronounced elsetkook) is the original name for the Bear River Mi’kmaw community, which is part of the Mi’kmaw First Nation. Nestled close to the Bear River watershed, this tiny native community is regaining its culture, language and identity after hundreds of years of colonialism and assimilation. Living in the area for thousands of years, they were among the first people in Canada to have continuous contact with non-natives.
This important work, written primarily as a Native Studies text, fills a large gap in the history of Native peoples in the Americas. It is a fascinating multidisciplinary journey covering intellectual history, law, political science, religious studies, and Mi’kmaw legends, oral history and perceptions from the arrival in America by Columbus and other Europeans in the fifteenth century to the Mi’kmaw Concordat in the early seventeenth century. There is virtually nothing else in print concerning the relationship between the Mi’kmaw Nation (or any other First Nation) and the Church during the Holy Roman Empire.
A Mohawk Woman Speaks
This book contains the reflections of one Mohawk woman and her struggles to find a good place to be in Canadian society. The essays, written in enjoyable and accessible language, document the struggles against oppression that Aboriginal people face, as well as the success and change that have come to Aboriginal communities. It speaks to both the mind and the heart.
Inuit, Project Surname, and the Politics of Identity
Names are the cornerstones of cultures. They identify individuals, represent life, express and embody power. When power is unequal and people are colonized at one level or another, naming is manipulated form the outside. In the Canadian North, the most blatant example of this manipulation is the long history of interference by visitors with the ways to Inuit named themselves and their land. This book is a concise history of government-sponsored interference with Inuit identity.
Beyond the Marshall Inquiry
“The Marshall Commission Report does not deserve accolades. While it acknowledges errors, negligence and mismanagement, it did not make the connections necessary to begin the process of developing a dialogue about a justice system that Aboriginal people can respect, or which respects Aboriginal people.” - M.E. Turpel, Dalhousie Law School
Learning from the Traditional Healing Wisdom of the Canadian Inuit
Through the development of a culture-specific design the author shows us how Inuit people, in a working relationship with members of the dominant culture, can continue to define and decide on appropriate helping skills.