Richard Mailey

Total Page:16

File Type:pdf, Size:1020Kb

Richard Mailey Richard Mailey After completing bachelors and masters degrees in law at the University of Glasgow, Richard completed his PhD in constitutional theory and comparative constitutional law at the University of Luxembourg, where he also taught courses in constitutional law, contract law, and legal theory. Richard then taught in the international legal studies program at the University of Trier (Germany) before moving to Edmonton to complete a one-year postdoc with Professor George Pavlich at the University of Alberta. During his postdoc, Richard taught a course in social theory, organized a series of workshops, and co-edited a special issue of Studies in Law, Politics and Society with Professor Pavlich, as well as published five new articles and presented at conferences in Edmonton, Ottawa, and Victoria. Since completing his PhD, Richard has focused on processes of constitutional change, and on the questions of legitimacy that surround them. He has had work published in several law journals, including theInternational Journal of Constitutional Law, the Seattle University Law Review, the Liverpool Law Review, Constitutional Forum, Studies in Law, Politics and Society and Law, Culture and the Humanities, amongst others. Richard began working with the Centre for Constitutional Studies as a research associate in August 2020. At the Centre, Richard has worked as assistant editor for the Centre’s two journals, theReview of Constitutional Studies and Constitutional Forum. He has also produced a podcast series on the Charlottetown Accord, co-supervised the Centre’s summer student program, and assisted in the organization of the Legacies of Patriation conference. He is currently planning a new podcast series on recent efforts to amend the Constitution of Canada, and will produce a series of research papers as part of a multidisciplinary project on the Charter of Rights and Freedoms. Christopher McLaughlin- Chernecki Chris is a third-year law student at the University of Alberta, working towards earning his legal degree (J.D.) in 2022. Before entering law school, Chris received a B.A. in Anthropology from Mount Royal University in Calgary. He has a passion for cooking, developing his skills through extensive experience working in the restaurant industry in positions including sous-chef and saucier. Chris is an avid runner, currently training to complete his first marathon distance this Fall. When not studying, running, or preparing new recipes with his partner, Molly, he enjoys playing with his cat Lucy. Anna Seefeldt Anna Seefeldt will be attending her third year of law school in the fall at the University of Alberta. Prior to law school she majored in Political Science at the University of Alberta. During her undergraduate studies she had the opportunity to complete internships in Berlin and New York City. Anna grew up as a competitive dancer and cheerleader, and has continued to foster her love of dance as the dance director of Law Show. She enjoys watching and playing sports of all kinds, including skiing and more recently, golfing. Rebecca Sockbeson Dr. Rebecca Sockbeson is of the Penobscot Indian Nation, Indian Island, Maine, the Waponahki Confederacy of tribes located in Maine, United States and the Maritime provinces of Canada. She is the 8th child of the Elizabeth Sockbeson clan, the auntie of over 100 Waponahki & Stoney Sioux youth and the mother of three children who are also of the Alexis Nakota Sioux First Nation of Alberta. A political activist and scholar, she graduated from Harvard University where she received her master’s degree in education. She went on to confer her PhD in Educational Policy Studies at the University of Alberta, specializing in Indigenous Peoples Education. Her research focus is Indigenous knowledge, Aboriginal healing through language and culture, anti-racism and decolonization. Her doctoral study engages with how Indigenous ways of knowing and being can inform policy development. She currently serves as Associate Professor for the University of Alberta’s Indigenous Peoples Education Program, and Associate Director, Intersections of Gender, VPRI Signature Research Areas. In 2013, she and her Indigenous colleagues received a University of Alberta Human Rights Teaching Award for her role in coordinating and teaching Alberta’s first compulsory course in Aboriginal Education, EDU 211: Aboriginal Education & the Context for Professional Development. Sockbeson’s poem, “Hear me in this concrete beating on my drum,” was a winning entry in the Word on the Street Poetry Project in 2018 and is sandblasted on a downtown Edmonton sidewalk as part of a permanent public art installation. Philip Bryden Philip Bryden, Q.C., is a Professor in the Faculty of Law at the University of Alberta and holds the TC Energy Chair in Administrative and Regulatory Law. From 2015-2019, Professor Bryden served as Deputy Minister of Justice and Solicitor General for Alberta. Prior to his work with the Alberta government, Professor Bryden was Dean of Law at the University of Alberta. Earlier in his academic career, Professor Bryden was a member of the Faculty of Law at the University of New Brunswick, where he served as Dean of Law. He began his academic career as a faculty member at the Faculty of Law of the University of British Columbia. Valérie Lapointe-Gagnon Valérie Lapointe-Gagnon is an Assistant Professor of History and Linguistic Rights at the Faculté Saint-Jean. She holds a doctorate in history from Laval University and is interested in the intellectual history of contemporary Québec and Canada, the contribution of intellectuals to society and constitutional issues. Her recent research explores the place of women in the Canadian political and intellectual history during the sixties. She published Panser le Canada, une histoire intellectuelle de la Commission Laurendeau- Dunton (Boréal, 2018), awarded by the Prix du livre politique de l’Assemblée nationale du Québec. She is the vice-president of Acfas-Alberta and member of the board of the AIEQ (Association internationale des études québécoises). Leah McDaniel Leah is a Barrister & Solicitor with the Constitutional and Aboriginal Law team at Alberta Justice. She is a graduate of the University of Alberta Faculty of Law, where she was the recipient of the Horace Harvey Gold Medal in Law for the highest standing in her graduating class. Following graduation, Leah clerked with the Alberta Court of Appeal, before commencing her legal career in private practice. She joined Alberta Justice in 2019. Leah is also a sessional instructor at the Faculty of Law, University of Alberta, and has taught courses in Canadian Human Rights Law and Constitutional Litigation. Before law school, Leah obtained a Bachelor of Commerce degree with a specialization in Finance, and worked as a Management Consultant with a large national consultancy firm. Zachary Gee Zachary Gee is a second-year law student at the University of Alberta Faculty of Law. Born and raised in Edmonton, Alberta, he completed his undergraduate degree in commerce at the University of Alberta School of Business. During his undergraduate summers, he worked in politics, including a stint at the Parliament of Canada in 2016. He has broad legal interests ranging from corporate/commercial to constitutional law. He is particularly interested in the different ways constitutional law intersects with tax law. In his spare time, he is usually volunteering on some sort of political campaign, or pursuing his interest in aviation by learning to fly while virtually exploring the world in Microsoft Flight Simulator. Elizabeth England Liz England is entering into law as a second career. She served 18 years in the Canadian Armed Forces, spent a year working with the Organization for Security and Co-Operation in Europe’s Special Monitoring Mission in Ukraine, and just completed her second year of law studies at the University of Alberta Faculty of Law. Prior to law school, she completed a BA in Political Science at the University of Lethbridge and a MA in Human Security and Peacebuilding at Royal Roads University. Liz has developed a keen interest in various aspects of Constitutional Law including Charter issues, federalism and the division of powers, and the relationship between Indigenous peoples and the Crown. More specifically, she is interested in how these subjects engage fundamental principles like the rule of law and fairness. When she does not have her nose in a book, Liz can usually be found on the wilderness trails with her delightful dog, Liri, or gardening at home with a podcast in her ear. Tesia Doblanko Tesia Doblanko recently completed her second year of law school at the University of Alberta. Before attending law school, she received her Bachelor of Science in chemistry with a minor in business at the University of Alberta. Tesia is excited to learn more about how constitutional law intersects with issues that affect the lives of all Canadians. When she is not studying, Tesia can be found performing with the Ukrainian Shumka Dancers, trying out new local restaurants, or exploring the outdoors..
Recommended publications
  • F I N a L R E P O R T O F T H E W a B a N a K I S T U D I E S C
    F i n a l R e p o r t o f t h e W a b a n a k i S t u d i e s C o m m i s s i o n QuickTime™ and a Photo - JPEG decompressor are needed to see this picture. Submitted Pursuant to LD 291 to: Maine Department of Education Maine Indian Tribal-State Commission University of Maine System Aroostook Band of Micmacs Houlton Band of Maliseets Passamaquoddy Tribe Penobscot Nation October 2003 Table of Contents Page Acknowledgements Section 1. Introduction 1 A. Overview B. Significance of Law C. Purpose of Report D. Recommendations E. Organization of Report Section 2. The Law 2 A. Wabanaki Studies Required B. Commission Created; Responsibilities C. Implementation Steps Section 3. The Commission and Its Work 3 A. Members; Staff B. Supporting Organizations C. Meetings D. Vision E. Concentrated Areas of Study F. Relationship of Wabanaki Studies to Learning Results G. Importance of Assessment H. Materials and Resources for Teachers I. Professional Development J. Commission’s Next Steps Section 4. Wabanaki Studies Summer Institute 7 A. Purpose B. Who Was Involved C. Activities and Syllabus D. Feedback on Institute Section 5. Recommendations and Action Steps 8 A. Eight Recommendations B. Action Steps for Wabanaki Studies Commission C. Action Steps for Department of Education D. Action Steps for the University of Maine System E. Action Steps for the Maine Indian Tribal-State Commission F. Action Steps for the Tribes Attachments 1. Public Law 2001, Chapter 403 15 2. Members of the Wabanaki Studies Commission 17 3.
    [Show full text]
  • Wabanaki Studies Commission C
    F i n a l R e p o r t o f t h e W a b a n a k i S t u d i e s C o m m i s s i o n QuickTime™ and a Photo - JPEG decompressor are needed to see this picture. Submitted Pursuant to LD 291 to: Maine Department of Education Maine Indian Tribal-State Commission University of Maine System Aroostook Band of Micmacs Houlton Band of Maliseets Passamaquoddy Tribe Penobscot Nation October 2003 Table of Contents Page Acknowledgements Section 1. Introduction 1 A. Overview B. Significance of Law C. Purpose of Report D. Recommendations E. Organization of Report Section 2. The Law 2 A. Wabanaki Studies Required B. Commission Created; Responsibilities C. Implementation Steps Section 3. The Commission and Its Work 3 A. Members; Staff B. Supporting Organizations C. Meetings D. Vision E. Concentrated Areas of Study F. Relationship of Wabanaki Studies to Learning Results G. Importance of Assessment H. Materials and Resources for Teachers I. Professional Development J. Commission’s Next Steps Section 4. Wabanaki Studies Summer Institute 7 A. Purpose B. Who Was Involved C. Activities and Syllabus D. Feedback on Institute Section 5. Recommendations and Action Steps 8 A. Eight Recommendations B. Action Steps for Wabanaki Studies Commission C. Action Steps for Department of Education D. Action Steps for the University of Maine System E. Action Steps for the Maine Indian Tribal-State Commission F. Action Steps for the Tribes Attachments 1. Public Law 2001, Chapter 403 15 2. Members of the Wabanaki Studies Commission 17 3.
    [Show full text]
  • Master's Thesis/Dissertation
    Indigenizing Educational Policy; Our Shared Responsibility by Tiffany Dionne Prete A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Indigenous Peoples Education Educational Policy Studies University of Alberta ©Tiffany Dionne Prete, 2018 Abstract The author of this research study explored Alberta Education’s efforts to teach Albertan students about the Aboriginal Peoples of Canada. Alberta Education (2002b) released the First Nations, Métis, and Inuit (FNMI) policy framework that it mandated for implementation in all Alberta schools. Included in the policy are seven learning objectives (FNMI governance, history, treaty and Aboriginal rights, lands, cultures, and languages) for all students in Alberta. How Alberta Education has fulfilled its mandate was the primary focus of this study. Alberta Education used two approaches to teach its students about Aboriginal Peoples. First, the policy framework mandates the integration of Aboriginal perspectives into the kindergarten to Grade 12 core curriculum. Second, Alberta Education created the Aboriginal Studies program. The author of this study examined the effectiveness of each of the educational approaches: (a) creating positive perceptions of Aboriginal Peoples and (b) students’ understanding of Aboriginal Peoples based on the seven learning objectives in the policy. The author used a Blackfoot theoretical framework grounded in an Indigenous research methodology, with the addition of a mixed- methods research design (surveys and interviews). A total of 217 student-participants formed the sample for this study, and 4 (2 Aboriginal and 2 non-Aboriginal) students participated in the interviews. The author analyzed the survey data in three phases. The first phase included principal component factor analysis and multivariate analysis of variance, the second phase consisted of one-way analysis of variance, and the last phase involved thematic analysis.
    [Show full text]
  • Darren J. Ranco
    DARREN J. RANCO Department of Anthropology and Native American Programs University of Maine, 5773 South Stevens Hall, Orono, Maine 04469-5773 W: (207) 581-1801, H: (207) 862-8037, Fax: (207) 581-1823, E-mail: [email protected] _____________________________________________________________________________________________ Education 2000 PhD in Social Anthropology, Harvard University. 1998 MSEL (Master of Studies in Environmental Law), Vermont Law School. 1997 MA in Anthropology, Harvard University. 1993 AB in Anthropology (with Honors) and Classical Studies, Dartmouth College. _____________________________________________________________________________________________ Academic Appointments 2009-Present Associate Professor, Department of Anthropology, George Mitchell Center for Environmental and Watershed Research, University of Maine. 2003-2008 Assistant Professor, Native American Studies Program and Environmental Studies Program, Dartmouth College. 2000-2003 Assistant Professor, Department of Ethnic Studies, Native American Studies Program, University of California, Berkeley. _____________________________________________________________________________________________ Administrative Appointments 2011-Present Chair, Native American Programs, including Native American Studies and the Wabanaki Center, University of Maine. 2009-Present Coordinator of Native American Research, University of Maine. 2001-2002 Chair, Native American Studies, University of California, Berkeley. _____________________________________________________________________________________________
    [Show full text]
  • Teacher's Guide – First Inquiry
    dawnland TEACHER’S GUIDE – FIRST INQUIRY BY DR. MISHY LESSER A DOCUMENTARY ABOUT CULTURAL SURVIVAL AND STOLEN CHILDREN BY ADAM MAZO AND BEN PENDER-CUDLIP COPYRIGHT © 2019 MISHY LESSER AND UPSTANDER FILMS, INC. ALL RIGHTS RESERVED BOSTON, MASSACHUSETTS DAWNLAND TEACHER’S GUIDE TABLE OF CONTENTS A. INTRODUCTION ..............................................................................................................................................3 B. PREPARING TO TEACH DAWNLAND .................................................................................................................17 C. THE COMPELLING QUESTION TO SUPPORT INQUIRY .........................................................................................22 D. FIRST INQUIRY: FROM TURTLE ISLAND TO THE AMERICAS ...................................................................................24 The First Inquiry spans millennia, beginning tens of thousands of years ago and ending in the eighteenth century with scalp proclamations that targeted Native people for elimination. Many important moments, events, documents, sources, and voices were left out of the lessons you are about to read because they can be accessed elsewhere. We encourage teachers to consult and use the excellent resources developed by Tribal educators, such as: • Since Time Immemorial: Tribal Sovereignty in Washington State • Indian Education for All (Montana) • Haudenosaunee Guide for Educators Lesson 1: The peopling of Turtle Island ...............................................................................................................
    [Show full text]
  • Phd Dissertation
    Mâmawoh kamâtowin: Coming Together To Help Each Other: Honouring Indigenous Nursing Knowledge by Raymonde Lisa L. Bourque A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Faculty of Nursing University of Alberta © Raymonde Lisa L. Bourque, 2014 ii ABSTRACT “Mâmawoh kamâtowin: Coming Together To Help Each Other: Honouring Indigenous Nursing Knowledge is the result of coming to know and understand my own Indigenous experience while working with four Indigenous nurse scholars Alice Reid, Evelyn Voyageur, Madeleine Dion Stout, and Lea Bill. Using an Indigenous research approach I draw from the collective experience and attend to the question of how Indigenous knowledge manifests itself in the practices of Indigenous nurses and how it can better serve individuals, families and communities. This research framework centers Indigenous principles, processes, and practical values at the center of the design. It inclusively captures four key components of the entire research process, which are based on Cree/Métis understandings of creating respectful research activities; enacting ethical relationships; being responsible for the gathering, documenting and analyzing the data, and ensuring that mutual reciprocity is honoured. The findings from this research were four main threads of understanding including roots of being, entanglement of roots, on nursing terms and living the practice. These were further articulated through ontological and epistemological considerations. What was central to this study
    [Show full text]
  • Postcolonial Directions in Education
    Postcolonial Directions in Education Volume 6 Issue 1, 2017 TABLE OF CONTENTS Articles INDIGENOUS RESEARCH METHODOLOGY: GLUSKABE’S ENCOUNTERS WITH EPISTEMICIDE Rebecca Sockbeson LEARNING, UNLEARNING, RELEARNING WITH THE MOVEMENTS: A STUDY OF THE GREEK EDUCATION MOVEMENT AND ITS PREFIGURATIVE POTENTIAL Spyros Themalis VOICE, REPRESENTATION AND DIRTY THEORY Lorina L. Barker, Adele Nye & Jennifer Charteris Conference Reports DECOLONIAL CONNECTIONS. PRACTICES RECREATING CONVIVIALITY Rosanna Cima THE CUBAN EDUCATIONAL SYSTEM: ENTANGLEMENTS, INFLUENCES AND TRANSFERS Tobias Kriele BIENNIAL CONFERENCE OF THE AUSTRALIAN ASSOCIATION FOR CARIBBEAN STUDIES Anne Hickling Hudson ISBN: 2304-5388 This is an international journal published by the Faculty of Education, University of Malta Postcolonial Directions in Education Focus and Scope Postcolonial Directions in Education is a peer reviewed open access journal produced twice a year. It is a scholarly journal intended to foster further understanding, advancement and reshaping of the field of postcolonial education. We welcome articles that contribute to advancing the field. As indicated in the Editorial for the inaugural issue, the purview of this journal is broad enough to encompass a variety of disciplinary approaches, including but not confined to the following: sociological, anthropological, historical and social psychological approaches. The areas embraced include anti- racist education, decolonizing education, critical multiculturalism, critical racism theory, direct colonial experiences in education
    [Show full text]
  • Teacher's Guide
    dawnland TEACHER’S GUIDE BY DR. MISHY LESSER A DOCUMENTARY ABOUT CULTURAL SURVIVAL AND STOLEN CHILDREN BY ADAM MAZO AND BEN PENDER-CUDLIP COPYRIGHT © 2018 MISHY LESSER AND UPSTANDER PRODUCTIONS INC. ALL RIGHTS RESERVED BOSTON, MASSACHUSETTS DAWNLAND TEACHER’S GUIDE TABLE OF CONTENTS REVISED AUGUST 10, 2018 A. INTRODUCTION ..............................................................................................................................................3 B. PREPARING TO TEACH DAWNLAND .................................................................................................................17 C. THE COMPELLING QUESTION TO SUPPORT INQUIRY .........................................................................................22 D. FIRST INQUIRY: FROM TURTLE ISLAND TO THE AMERICAS ...................................................................................24 OVERVIEW: PEOPLE WHO CALL TURTLE ISLAND THEIR HOME AND WHAT CHANGED WITH OCCUPATION BY EUROPEAN COLONIAL SETTLERS [TWELVE LESSONS] C3 STANDARDS USEFUL RESOURCES TO SUPPORT INQUIRY TALKING POINTS HISTORICAL CONTEXT DIFFERING PERSPECTIVES LEARNING OBJECTIVES SUPPORTING QUESTIONS KEY TERMS BEFORE-CLASS ACTIVITY IN CLASS ACTIVITY *NOT INCLUDED IN THIS BETA VERSION: E. SECOND INQUIRY: INDIGENOUS FAMILIES IN THE ERA OF SETTLER COLONIALISM* OVERVIEW: COLONIAL GOVERNMENT POLICIES TOWARD INDIGENOUS CHILDREN INDENTURED SERVITUDE, BOARDING SCHOOLS, ADOPTION, FOSTERING, INDIAN CHILD WELFARE ACT, NON-COMPLIANCE C3 STANDARDS USEFUL RESOURCES TO SUPPORT INQUIRY TALKING POINTS
    [Show full text]
  • Rebecca Sockbeson,Philip Bryden,Valérie Lapointe-Gagnon
    Rebecca Sockbeson Dr. Rebecca Sockbeson is of the Penobscot Indian Nation, Indian Island, Maine, the Waponahki Confederacy of tribes located in Maine, United States and the Maritime provinces of Canada. She is the 8th child of the Elizabeth Sockbeson clan, the auntie of over 100 Waponahki & Stoney Sioux youth and the mother of three children who are also of the Alexis Nakota Sioux First Nation of Alberta. A political activist and scholar, she graduated from Harvard University where she received her master’s degree in education. She went on to confer her PhD in Educational Policy Studies at the University of Alberta, specializing in Indigenous Peoples Education. Her research focus is Indigenous knowledge, Aboriginal healing through language and culture, anti-racism and decolonization. Her doctoral study engages with how Indigenous ways of knowing and being can inform policy development. She currently serves as Associate Professor for the University of Alberta’s Indigenous Peoples Education Program, and Associate Director, Intersections of Gender, VPRI Signature Research Areas. In 2013, she and her Indigenous colleagues received a University of Alberta Human Rights Teaching Award for her role in coordinating and teaching Alberta’s first compulsory course in Aboriginal Education, EDU 211: Aboriginal Education & the Context for Professional Development. Sockbeson’s poem, “Hear me in this concrete beating on my drum,” was a winning entry in the Word on the Street Poetry Project in 2018 and is sandblasted on a downtown Edmonton sidewalk as part of a permanent public art installation. Philip Bryden Philip Bryden, Q.C., is a Professor in the Faculty of Law at the University of Alberta and holds the TC Energy Chair in Administrative and Regulatory Law.
    [Show full text]
  • Indigenous RESEARCH METHODOLOGY: Gluskabe's
    Rebecca Sockbeson INDIGENOUS RESEARCH METHODLOGY: GLUSKABE’S ENCOUNTERS WITH EPISTEMICIDE Postcolonial Directions in Education, 6(1), 1-27 INDIGENOUS RESEARCH METHODOLOGY: GLUSKABE’S ENCOUNTERS WITH EPISTEMICIDE Rebecca Sockbeson University of Alberta ABSTRACT Indigenous Research Methodology (IRM) and its embedded engagement with Indigenous Epistemology rises above and lives beyond the reach of the subjugating colonial project of epistemicide, the colonial intention to eradicate Indigenous ways of knowing and being, or epistemologies and ontologies. This paper offers a lens through which I make visible where, when and how particularly situated Indigenous epistemologies continue to thrive. I have selected two documents to provide critical context for the colonial and genocidal intentions of epistemicide, and to purposefully demonstrate the endurance of Waponahki epistemology, and through such evidence of presence, deliberately point out its critical relevance in contemporary schooling. Waponahki refers to the Penobscot, Passamaquoddy, Maliseet, Mi’kmaq and Abenaki peoples who live in Maine and the Maritime Provinces of Canada and have formed a post-contact political alliance, the Wabanaki Confederacy. In this work I discuss the concept of epistemicide from a lived understanding of Indigenous research as a way of life; a way of knowing derived from many years of accumulated experiential knowledge. In an embodied and material way, I am a part of that thread of intergenerational knowledge and both benefit from and contribute to that knowledge and empirical process. My poetic renditions appear in the paper and attempt to provide further insight into the discussion. Given the Waponahki people’s continued engagement with the living Gluskabe, a spirit being and teacher in Penobscot culture, epistemicide remains an incomplete colonial project.
    [Show full text]
  • Drumbeat for Mother Earth: Persistent Organic
    Darrell G. Moen, Ph.D. Promoting Social Justice, Human Rights, and Peace Drumbeat for Mother Earth TRT 54:16 Beta SP or Digital Betacam DIRECTORS, DPs, EDITORS: Joseph Di Gangi & Amon Giebel PRODUCERS: Joseph Di Gangi, Amon Giebel, Tom Goldtooth (Dine Nation), Jackie Warledo (Seminole Nation) Transcript VO (man) : This is my home. This is our home with the Mother Earth. Everything around here has life. There's spirit. There's spirit to these trees, the ground, these plants -- even this air and the wind, the wind that blows. VO (woman 1) : And this respect for all life-forms, and all of the roles that each life- form has and the responsibilities that we have within that network of life is something important to us because we were given the directions, the instructions, to care for Mother Earth in a way that life would continue. VO (woman 2) : All of our ceremonies, all of our teachings come from things in Nature. They come from the growing cycle, and everything is tied to the Earth. And if those ties are broken, basically, then our way of life has changed and is destroyed. VO (Spanish man) Written text : There is a great saying from our ancestors in Guatemala that goes, "Everything you do to the Earth, you are doing to yourself." Spanish spoken part : Hay un gran dicho de nuestros antepasados en Guatemala que dice que todo lo que le haces a la Tierra te lo haces a ti mismo. VO (woman 3) : When I was growing up I thought I was safe from the outside.
    [Show full text]
  • 2021 Volume 7, Issue 1 ISSN 2575-9922
    Table of Contents1 The Restitution of “Questioning” and Decolonization 1 By Nassim Noroozi Featured Articles on Decolonization and Education Decolonizing Western Political Philosophy 11 By Charles W. Mills Philosophy and the Ethics of Public Alaskan Indigenous Education: A Normative Case Study 35 By B. B. North Finding a Riverview: Anti-Racist Education, Decolonization, and the Development of a District-Wide Wabanaki Studies Curriculum 47 By Fiona Hopper Reciprocal Sympathy in the Thought of Lev Vygotsky and the Indigenous American Metaphor of the Heart: Generating a Unifying Learning Climate with Students from Diverse Cultures 57 By Greg Lendvay Practicing Epistemic Disobedience through Embodying Slow Photography 71 By Reyila Hadeer Does Decolonizing Philosophy Entail Teaching Philosophy as World Literature? 83 By J. Edward Hackett Decolonizing Autoethnography in Kinesiology: Towards Decolonial Water Education 91 Stephanie Woodworth & Caroline Fusco Special Student Section: Decolonization and Education “Is It Too Late to Decolonize?” 111 By Tharonhianén:te Barnes Decolonizing and Deconstructing Education: Learning to Create Space 115 By Sandra Iacovozzi The Colonization of Canada’s Curriculum and Its Effects on Our Societal Knowledge 118 By Alexa LeMarquand High-Key Hierarchy: Coloniality of Knowledge in Music 123 By Jonathan Provost 1 Featured articles have undergone external peer review. Progressive Pedagogical Praxis: The Importance of Adopting Intersectional Frameworks for a Praxis-Oriented Teaching Self 127 By Marie Sakr The Genealogy of Freedom: A Human Rights Perspective 131 By Amanda Sidiras Language & Colonization: Statement of the Problem 134 By Sayeh Sayedayn Journal of School & Society 1 ISSN 2575-9922 7(1) 1-10 ©Author(s) 2021 very snatched lands and resources: we are not The Restitution of dealing with “metaphorical” struggles, so to “Questioning” and speak.
    [Show full text]