In this paper, I explore the transitional spaces of teaching and writing by restorying an anomalous event in my teaching of Canadian literature in a grade seven classroom and my efforts to decolonise that teaching. Thinking with Elizabeth Ellsworth's concept of pedagogy as it relates to knowledge in the making and the learning self, I take…

Using an Indigenous research and multi-case study design, this study examined the family and community engagement experiences and practices at three Hawai?i public schools. Because of the limitations and consequences of conventional engagement models with diverse families and communities, Culturally Sustaining Indigenous Family Engagement and…

Redefining Ghanaian citizenship has been the impetus for the new 2019 educational reform. For President Akufo-Addo, fostering a more located historic expression of citizenship in learners is central for renewing pride and innovation to move Ghana out of poverty. Teachers are seen as central to this change. Based on 26 interviews, this qualitative…

In this five-year co-curricular-making project, participants individually and collectively engage in the messiness of ongoing meaning-making. Such curricular terrain acknowledges the particulars of individuals and place to provide the needed context as 100+ practicing and 140+ prospective educators seek un/decolonized and Indigenized co-curricular…

Interweaving my thinking with childhood stories of schooling, familial narratives, and experiences as a teacher alongside children, this article makes visible how my pedagogical approaches and desires for children to experience belonging shape my intentional work to recraft marginalizing curricula and assessment practices. In sharing my learning,…

What happens when traces of the past are invited to "haunt" the present, disrupting the colonial narratives inherent in local spaces, and creating openings for new stories and new relationships? Guided by Indigenous and post-human worldviews, this project facilitated community learning about the qic?y Slough, while collectively imagining…

This book examines post-colonial curriculum transformation across seven African nations. These are South Africa, Egypt, Cameroon, Nigeria, Zimbabwe, Namibia, and Ghana. It investigates whether these educational systems have truly decolonized their curricula or still remain rooted in Western frameworks despite achieving political independence.…

As Indigenous-led education mandates proliferate globally, understanding how educators teach Indigenous perspectives and sovereignty remains urgent. Learning and integrating such knowledge proves difficult for non-Native teachers, given their lengthy participation in settler colonial schooling and society. What does learning to implement Native…

Western modernity has systematically made ancestral and indigenous knowledge invisible through their use of scientific logic, making school a space of hegemonic control through the western knowledge taught in the official curriculum. Despite that, in Chile advances in matters of constitutional recognition and cultural value are rare. Ten years…

Harmful oversights remain in elementary social studies curricula which overlook or misrepresent minoritized communities. This dissertation explores designs for teacher education which address these oversights through community collaborations. This multi-manuscript dissertation is an empirical-conceptual inquiry design (Cochran-Smith & Lytle,…

This critical qualitative inquiry sought to examine and understand how academic authors as curriculum implementors and media producers incorporated Indigenous knowledge and Indigenous media in the design and development of textbook tasks for media and information literacy instructional materials. This is based on the fundamental assumption that a…

This research reflects on my collaboration with an Indigenous hoop dancer to respond to the Calls to Action from the final report of the Truth and Reconciliation Commission of Canada. The research engages the Anishinaabeg seven sacred teachings and critical decolonizing pedagogy as theoretical frameworks and qualitative inquiry as methodology.…

Reporting on a qualitative study, informed by Australian Government Indigenous education and literacy policies, this article unveils early career teacher reflections about infusing Aboriginal perspectives in the English curriculum using multimodal texts. Forging a praxis between the Aboriginal practice of yarning (Bessarab & Ng'andu, 2010) and…

This research responds to calls for the decolonization and indigenization of education and higher education spaces and institutions within Canada, specifically within the physical education (PE) and physical education teacher education (PETE) sub-disciplines. Recognizing our own responsibility to attend to decolonization and indigenization, we…

Researchers of child learning and development continue to hone understandings of cultural and social impacts on cognition, development, and education. Concurrently, Indigenous educators call for decolonizing schooling at all levels. Land-based education (LBE), as an instructional approach, responds to calls to decolonize education. The authors use…