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In Colonized Classrooms, Sheila Cote-Meek discusses how Aboriginal
students confront narratives of colonial violence in the
postsecondary classroom, while they are, at the same time, living
and experiencing colonial violence on a daily basis. Basing her
analysis on interviews with Aboriginal students, Cote-Meek deftly
illustrates how colonization and its violence are not a distant
experience, but one that is being negotiated every day in
universities and colleges across Canada. Cote-Meek traces how
education for Aboriginal peoples has been, and continues to be,
part of the colonial regime, which is marked by violence, abuses
and poverty, and the ways this violence is experienced particularly
by Aboriginal students and professors in universities. Drawing upon
personal experience and qualitative research, the book essentially
explores two questions: how do Aboriginal students confront
curriculum on colonial history that is marked by violence? And what
pedagogies might be useful in postsecondary classrooms for students
that have suffered from colonial violence?
As Indigenous pedagogy continues to grow in the modern educational
landscape, it is critical to fully understand key questions such as
what Indigenous pedagogy is, why Indigenous pedagogy is important,
and how you link Indigenous theory and practice in the classroom.
Further study is required to ensure Indigenous pedagogy is utilized
appropriately in education. Global Perspectives on Indigenous
Pedagogy in Education: Learning From One Another explores the
complexities of negotiating and integrating Indigenous pedagogies
in education and presents a variety of global perspectives on
Indigenous pedagogies in education. Covering key topics such as
collaborative learning, storytelling, and Indigenous experience,
this reference work is ideal for industry professionals,
administrators, researchers, academicians, scholars, practitioners,
instructors, and students.
As Indigenous pedagogy continues to grow in the modern educational
landscape, it is critical to fully understand key questions such as
what Indigenous pedagogy is, why Indigenous pedagogy is important,
and how you link Indigenous theory and practice in the classroom.
Further study is required to ensure Indigenous pedagogy is utilized
appropriately in education. Global Perspectives on Indigenous
Pedagogy in Education: Learning From One Another explores the
complexities of negotiating and integrating Indigenous pedagogies
in education and presents a variety of global perspectives on
Indigenous pedagogies in education. Covering key topics such as
collaborative learning, storytelling, and Indigenous experience,
this reference work is ideal for industry professionals,
administrators, researchers, academicians, scholars, practitioners,
instructors, and students.
Women in the Academy are raising issues of pay parity, equal
representation on committees, increased leadership positions,
stories of resilience, and mentorship espousing changes at all
levels including teaching, research, and administration. These
strategies demand interrogation, and larger questions are being
asked about the place of women empowerment worldviews in the
dominant intellectual traditions of the Academy. Further, the trend
to make changes requires an exploration of new transformational
approaches that draw on critical theory to resist discrimination,
sexism, and racism and support resistance and sustainable
empowerment strategies. Critical Reflections and Politics on
Advancing Women in the Academy is a critical scholarly publication
that seeks to make the Academy responsive and inclusive for women
advancement and sustainable empowerment strategies by broadening
the understanding of why women in the Academy are overlooked in
leadership positions, why there is a pay parity deficit, and what
is being done to change the situation. Featuring a wide range of
topics such as mentorship, curriculum design, and equality, this
book is ideal for policymakers, academicians, deans, provosts,
chancellors, administrators, researchers, and students.
Women in the Academy are raising issues of pay parity, equal
representation on committees, increased leadership positions,
stories of resilience, and mentorship espousing changes at all
levels including teaching, research, and administration. These
strategies demand interrogation, and larger questions are being
asked about the place of women empowerment worldviews in the
dominant intellectual traditions of the Academy. Further, the trend
to make changes requires an exploration of new transformational
approaches that draw on critical theory to resist discrimination,
sexism, and racism and support resistance and sustainable
empowerment strategies. Critical Reflections and Politics on
Advancing Women in the Academy is a critical scholarly publication
that seeks to make the Academy responsive and inclusive for women
advancement and sustainable empowerment strategies by broadening
the understanding of why women in the Academy are overlooked in
leadership positions, why there is a pay parity deficit, and what
is being done to change the situation. Featuring a wide range of
topics such as mentorship, curriculum design, and equality, this
book is ideal for policymakers, academicians, deans, provosts,
chancellors, administrators, researchers, and students.
This expansive collection explores the complexities of
decolonization and indigenization of post-secondary institutions.
Seeking to advance critical scholarship on issues including the
place of Indigenous epistemologies, knowledges, curriculum, and
pedagogy, Decolonizing and Indigenizing Education in Canada aims to
build space in the academy for Indigenous peoples and resistance
and reconciliation. This 18-chapter collection is built around the
two connecting themes of Indigenous epistemologies and decolonizing
post secondary institutions. Aiming to advance and transform the
Canadian academy, the authors of this volume discuss strategies for
shifting power dynamics and Eurocentric perspectives within higher
education. Written by academics from across Canada, the text
reflects the critical importance of the discourse on truth and
reconciliation in educational contexts and how these discourses are
viewed in institutions across the country. This expansive resource
is essential to students and scholars focusing on Indigenous
knowledges, education and pedagogies, and curriculum studies.
Features includes discussion questions and further reading lists
and offers practical examples of how one can engage in
decolonization work within the academy features Canadian authors in
varying academic positions and provides content specific to the
Canadian education system
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