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Indigenous and Decolonizing Studies in Education

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Indigenous and Decolonizing Studies in Education INDIGENOUS AND DECOLONIZING STUDIES IN EDUCATION 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 is 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. 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. Indigenous and Decolonizing Studies in Education Series Editors: Eve Tuck and K. Wayne Yang Indigenous and Decolonizing Studies in Education Mapping the Long View Edited by Linda Tuhiwai Smith, Eve Tuck, and K. Wayne Yang INDIGENOUS AND DECOLONIZING STUDIES IN EDUCATION Mapping the Long View Edited by Linda Tuhiwai Smith Eve Tuck K. Wayne Yang First published 2019 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2019 Taylor & Francis The right of Linda Tuhiwai Smith, Eve Tuck, and K. Wayne Yang to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data A catalog record for this book has been requested ISBN: 978-1-138-58585-0 (hbk) ISBN: 978-1-138-58586-7 (pbk) ISBN: 978-0-429-50501-0 (ebk) Typeset in Bembo by Apex CoVantage, LLC CONTENTSCONTENTS Artist Statement on the Cover Artwork viii Lisa Boivin (Deninu Kue First Nation) Series Editors’ Introduction x Eve Tuck (Unangaxˆ) and K. Wayne Yang Acknowledgments xxii Introduction 1 Linda Tuhiwai Smith (Ngāti Awa, Ngāti Porou), Eve Tuck (Unangaxˆ), and K. Wayne Yang 1 Literacies of Land: Decolonizing Narratives, Storying, and Literature 24 Sandra Styres (Kanien’kehá:ka) 2 Haa Shageinyaa: “Point Your Canoe Downstream and Keep Your Head Up!” 38 Naadli Todd Lee Ormiston (Northern Tutchone, Tlingit) 3 Rez Ponies and Confronting Sacred Junctures in Decolonizing and Indigenous Education 50 Kelsey Dayle John (Diné) 4 River as Lifeblood, River as Border: The Irreconcilable Discrepancies of Colonial Occupation From/With/On/ Of the Frontera 62 Marissa Muñoz (Xicana Tejana) vi Contents 5 Indigenous Oceanic Futures: Challenging Settler Colonialisms and Militarization 82 Noelani Goodyear-Ka‘ōpua (Kanaka Maoli) 6 The Ixil University and the Decolonization of Knowledge 103 Giovanni Batz (K’iche’ Maya) 7 Decolonizing Indigenous Education in the Postwar City: Native Women’s Activism from Southern California to the Motor City 116 Kyle T. Mays (Saginaw Chippewa) and Kevin Whalen 8 Queering Indigenous Education 131 Alex Wilson (Opaskwayak Cree Nation) with Marie Laing (Kanyen’kehá:ka) 9 Colonial Conventions: Institutionalized Research Relationships and Decolonizing Research Ethics 146 Madeline Whetung (Nishnaabeg) and Sarah Wakefield 10 Decolonization for the Masses? Grappling With Indigenous Content Requirements in the Changing Canadian Post-Secondary Environment 159 Adam Gaudry (Métis) and 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 175 Kim McBreen (Waitaha, Kāti Mamoe, Ngāi Tahu) 12 Designing Futures of Identity: Navigating Agenda Collisions in Pacific Disability 189 Catherine Picton and Rasela Tufue-Dolgoy 13 Decolonizing Education Through Transdisciplinary Approaches to Climate Change Education 204 Teresa Newberry and Octaviana V. Trujillo (Yaqui) Contents vii 14 With Roots in the Water: Revitalizing Straits Salish Reef Net Fishing as Education for Well-Being and Sustainability 215 Nicholas XEMŦOLTW Claxton (Tsawout) and ¯ Carmen Rodríguez de France (Kickapoo) 15 Wałyaʕasukʔi Naananiqsakqin: At the Home of Our Ancestors: Ancestral Continuity in Indigenous Land- Based Language Immersion 224 chuutsqa Layla Rorick (Hesquiaht) Afterword: Meeting the Land(s) Where They Are At: A Conversation Between Erin Marie Konsmo (Métis) and Karyn Recollet (Urban Cree) 238 List of Contributors 252 Index 261 ARTIST STATEMENT ON THE COVER ARTWORKLISA BOIVIN Lisa Boivin (Deninu Kue First Nation) This painting came to me while I was completing course requirements for gradu- ate school. I study rehabilitation science which is the branch of medicine con- cerning rehabilitation and disability. I chose this academic discipline because I have always questioned the limits of the medical model; a measure of wellness based on the presence or absence of disease. My father, a Dene man, navigated the world with a mobility impairment but I never considered him unwell or disabled. It was only when he was diagnosed with the medical model that he was disabled. Furthermore, his rehabilitation did not take place in a clinic, rather he stepped on a dog sled and all was well. I entered the Rehabilitation Science Institute at University of Toronto Faculty of Medicine with lofty ideas of challenging notions of disability based on the medical model. Eventually, the content I was studying restricted my intellectual mobility. The simplest of required tasks were impossible. I no longer had the lan- guage for conversations with my peers, seminars, and papers. I shut down, literally immobilized by colonial methods of study and research in rehabilitation science. One afternoon, I started to think about how I would tell my supervisor that I was withdrawing from graduate school. As I was tearfully looking out of my window, Hawk appeared and circled in my line of sight. He was very generous with his time, staying with me long enough to remind me of my teachings. Hawk Medicine appears when we need to take a wider view. He sees everything. Just like Hawk we must circle above to take a wider view to make sense of what is around us. From this view, we recognize the gifts we have already received and we can open ourselves up to new gifts that we will be given. In this painting each flower represents a gift of knowledge that I have received. I identify these knowledges as medicine teachings passed on to us by the ances- tors. In this instance the ancestor was my father, who died earlier that year. When Artist Statement on the Cover Artwork ix I was telling the story of Hawk to a community member she said, “That was your father checking up on you.” At that moment, I could hear what my father would say to me when I cried. “My, girl you are forgetting who you are.” This was his way of telling me to be stronger. He reminded me many times while he was alive that as an Indigenous person I am supported by thousands of years of Indigenous knowledge. Hawk Medicine is reminding me that I need to interact with Indigenous knowledge systems to endure my graduate research journey. Situating myself in the colonial process of writing a thesis has been painful. The academy is not built for Indigenous people. Accordingly, it does not support me or provide me with suitable research methods to translate Dene arts-based knowledge. And so, I con- tinue to take a wider view. I recognize the gifts I have received and keep myself open for the gifts that are coming. SERIES EDITORS’ INTRODUCTIONEVE TUCK AND K. WAYNE LANG Eve Tuck (Unangaxˆ) and K. Wayne Yang Indigenous and decolonizing perspectives on education have long persisted alongside colonial models of education, yet too often have been subsumed under broader domains of multiculturalism, critical race theory, and progressive educa- tion. In addition to many other unique attributes, Indigenous and decolonizing studies engage incommensurabilities fashioned by (settler) colonialism and our relations within and outside it. By attending to Indigenous worldviews and decol- onizing theory as distinct philosophical traditions, this provocative series hones the conversation between social justice education and
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