1st Edition

Indigenous and Decolonizing Studies in Education Mapping the Long View

Edited By Linda Tuhiwai Smith, Eve Tuck, K. Wayne Yang Copyright 2019
    292 Pages
    by Routledge

    292 Pages
    by Routledge

    Indigenous and decolonizing perspectives on education have long persisted alongside colonial models of education, yet too often have been subsumed within the fields of multiculturalism, critical race theory, and progressive education. Timely and compelling, Indigenous and Decolonizing Studies in Education features research, theory, and dynamic foundational readings for educators and educational researchers who are looking for possibilities beyond the limits of liberal democratic schooling. Featuring original chapters by authors at the forefront of theorizing, practice, research, and activism, this volume helps define and imagine the exciting interstices between Indigenous and decolonizing studies and education. Each chapter forwards Indigenous principles - such as Land as literacy and water as life - that are grounded in place-specific efforts of creating Indigenous universities and schools, community organizing and social movements, trans and Two Spirit practices, refusals of state policies, and land-based and water-based pedagogies.

    Artist Statement on the Cover Art

    [Lisa Boivin (Deninu Kue First Nation)]

    Series Editor Introduction

    [Eve Tuck (Unangax) and K. Wayne Yang]


    [Linda Tuhiwai Smith (Ngāti Awa, Ngāti Porou), Eve Tuck (Unangax), and K. Wayne Yang]

    Introduction to the Edited Volume

    [By Linda Tuhiwai Smith (Ngāti Awa, Ngāti Porou), Eve Tuck (Unangax), and K. Wayne Yang]

    1. Literacies of Land: Decolonizing Narratives, Storying & Literature

    [By Sandra Styres (Kanien'kehá:ka)]

    2. Haa shageinyaa: 'Point your canoe downstream and keep your head up!'

    [By Naadli Todd Lee Ormiston (Northern Tutchone, Tlingit)]

    3. Rez Ponies and Confronting Sacred Junctures in Decolonizing and Indigenous Education

    [By Kelsey Dayle John (Dineì)]

    4. River as lifeblood, River as border: The irreconcilable discrepancies of colonial occupation from/with/on/of the Frontera

    [By Marissa Muñoz (Xicana Tejana)]

    5. Indigenous Oceanic Futures: Challenging Settler Colonialisms & Militarization

    [By Noelani Goodyear-Kaʻōpua (Kanaka Maoli)]

    6. The Ixil University and the Decolonization of Knowledge

    [By Giovanni Batz (K’iche’ Maya)]

    7. Decolonizing Indigenous Education in the Postwar City: Native Women’s Activism from Southern California to the Motor City

    [By Kyle T. Mays (Saginaw Chippewa) & Kevin Whalen]

    8. Queering Indigenous Education

    [By Alex Wilson (Opaskwayak Cree Nation) with Marie Laing (Kanyen'kehá:ka)]

    Chapter 9: Colonial Conventions: Institutionalized Research Relationships and Decolonizing Research Ethics

    [By Madeline Whetung (Nishnaabeg) and Sarah Wakefield]

    10. Decolonization for the Masses? Grappling with Indigenous Content Requirements in the Changing Canadian Post-Secondary Environment

    [By Adam Gaudry (Métis) & Danielle E. Lorenz]

    11. E Kore Au e Ngaro, He Kākano i Ruia mai i Rangiātea (I will never be lost, I am a seed sown from Rangiātea): Te Wānanga o Raukawa as an Example of Educating for Indigenous futures

    [By Kim McBreen (Waitaha, Kāti Mamoe, Ngāi Tahu)]

    12. Designing futures of identity: Navigating agenda collisions in Pacific disability

    [By Catherine Picton and Rasela Tufue-Dolgoy]

    13. Decolonizing Education through Transdisciplinary Approaches to Climate Change Education

    [By Teresa Newberry and Octaviana V. Trujillo (Yaqui)]

    14. With roots in the water: Revitalizing Straits Salish Reef Net fishing as education for well-being and sustainability

    [By Nicholas XEMŦOLTW̱ Claxton (Tsawout) & Carmen Rodríguez de France (Kickapoo)]

    15. wałyaʕasukʔi naananiqsakqin: At the Home of our Ancestors: Ancestral Continuity in Indigenous Land-Based Language Immersion

    [By chuutsqa Layla Rorick (Hesquiaht)]


    [By Erin Marie Konsmo (Métis) and Karyn Recollet (Cree)]

    List of Contributors



    Linda Tuhiwai Smith is a Professor of Māori and Indigenous Studies at the University of Waikato in New Zealand.

    Eve Tuck is Associate Professor of Critical Race and Indigenous Studies, Ontario Institute for Studies in Education, and Canada Research Chair of Indigenous Methodologies with Youth and Communities, University of Toronto

    K. Wayne Yang is the Director of Undergraduate Studies in the Ethnic Studies Department at the University of California, San Diego.

    "A deeply affirming, justice-centered collection that maps diverse and meaningful relations from multiple educational, geographic, cultural, and disciplinary perspectives—and does so in ways that help us think, teach, and live better. Every scholar and student in any area of Indigenous Studies should have a copy of this vital work. I am so grateful to the editors and the contributors for this gift, as it will continue to inform, challenge, and inspire me and so many others for a very long time to come."

    Daniel Heath Justice (Citizen, Cherokee Nation), Canada Research Chair in Indigenous Literature and Expressive Culture, Professor at the University of British Columbia

    "This collection is a primarily Indigenous-authored focus on ways education can be restructured to serve the interests of Indigenous sovereignty and resurgence, starting from first principles of Indigenous being such as land as teacher, and water is life. I look forward to how this volume and this series can be a place for Indigenous scholarly dialogue on how to wisely raise up our people and learn from the leading practices Indigenous communities are engaging in worldwide. Indigenous readers will want to consult this work, and works in the series, to find guidance on and inspiration for how to decolonize at home."

    Jean-Paul Restoule, Chair, Department of Indigenous Education, University of Virginia

    'The artwork and her statement confirm that Indigenous ways of being are featured in this edited book. Each chapter is a gift in the deepest sense, sharing the Indigenous and decolonizing work by Indigenous scholars. This is not a how-to book; it is a book about work done our way"

    Stephanie J. Waterman, NAIS Journal, University of Minnesota Press