Part survey of the field of Indigenous literary studies, part cultural history, and part literary polemic, Why Indigenous literatures Matter asserts the vital significance of literary expression to the political, creative, and intellectual efforts of Indigenous peoples today. In considering the connections between literature and lived experience, this book contemplates four key questions at the heart of Indigenous kinship traditions: How do we learn to be human? How do we become good relatives? How do we become good ancestors? How do we learn to live together? Blending personal narrative and broader historical and cultural analysis with close readings of key creative and critical texts, Justice argues that Indigenous writers engage with these questions in part to challenge settler-colonial policies and practices that have targeted Indigenous connections to land, history, family, and self. More importantly, Indigenous writers imaginatively engage the many ways that communities and individuals have sought to nurture these relationships and project them into the future. This provocative volume challenges readers to critically consider and rethink their assumptions about Indigenous literature, history, and politics while never forgetting the emotional connections of our shared humanity and the power of story to effect personal and social change. Written with a generalist reader firmly in mind, but addressing issues of interest to specialists in the field, this book welcomes new audiences to Indigenous literary studies while offering more seasoned readers a renewed appreciation for these transformative literary traditions.

An unsettling study of two tragic events at a residential school in British Columbia which serve as a microcosm of the profound impact the residential school system had on Indigenous communities in Canada throughout this century. The book's focal points are the death of a runaway boy and the suicide of another while they were students at the Williams Lake Indian Residential School during the early part of this century. Embedded in these stories is the complex past relationship between the Department of Indian Affairs, the Oblates, and Indigenous communities that in turn has influenced relations between government, church, and Indigenous peoples today.

This teaching resource has been created so young people throughout New Brunswick can better understand the treaties that were agreed to by the Indigenous people of New Brunswick with the British Crown.This initiative in Treaty Education was spearheaded by the Three Nations Education Group Inc. to address the recommendations in education of the Federal Government’s Truth and Reconciliation Commission and the New Brunswick Department of Education and Early Childhood Development’s commitment to have Treaty Education taught throughout the curriculum.

A 16-page booklet that looks at the 5 big ways a child learns and develops. For each area of the booklet there are tips for healthy development and ways to help a child learn through play. Really useful resource for parents or caregivers with four-year old’s.

Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies by authors Linda Goulet and Keith Goulet provides an alternative framework for teachers working with Indigenous students -- one that moves beyond acknowledging Indigenous culture to one that actually strengthens Indigenous identity. Drawing on Nehinuw (Cree) concepts such as kiskinaumatowin, or "teaching each other," Goulet and Goulet provide a new approach to teaching Indigenous students. In the effort to improve outcomes for First Nations students most Indigenous education at the K-12 level still takes place within a theoretical framework based in Eurocentric thought. Just as beaders learn how to improve their own designs and techniques from watching other beaders work, kiskinaumatowin, when applied in the classroom, transforms the normally hierarchical teacher-student relationship by making students and teachers equitable partners in education. Enriched with the success stories of educators who use Nehinuw concepts in Saskatchewan, Canada, this book demonstrates how this framework works in practice. The result is an alternative teaching model that can be used by teachers anywhere who want to engage with students whose culture may be different from the mainstream. Chapters include the key principles necessary to achieve success using this framework: Weechihitowin, Helping and Supporting Relationships: The Foundation; Weetutoskemitowin, Working Together: Social Systems; Iseechigehina, Planned Actions: Connection to the Process; Weechiseechigemitowin, Strategic Alliances: Connection to the Content; and Ininee mamitoneneetumowin, Indigenous Thinking: Emerging Theory of Indigenous Education. This book contains a helpful index, notes and references. Linda M. Goulet is a professor of Indigenous education at First Nations University of Canada. Keith N. Goulet is an adjunct professor of Indigenous studies at First Nations University of Canada. * Shortlisted, 2015 University of Saskatchewan President's Office Non-Fiction Award; Saskatchewan Book Awards.

As part of the ETFO's efforts to endorse the TRC's Calls to Action (particularly #62 and #63), the ETFO works with First Nations, Métis and Inuit (FNMI) perspectives to develop authentic and relevant resources. This document was developed to provide information, ideas and links to further resources to support teachers in going beyond land acknowledgments - the document encourages us to acknowledge our own values, our relationships with our families, communities and lan as well as our collective responsibility to protect the natural environment.

Shingwauk's Vision by J.R. Miller is a comprehensive guide to Canada's Residential Schools system that illustrates the roles of all three parties involved in the establishment and operation of the system: the Federal Government of Canada, the churches, and the Aboriginal peoples. The Guidebook is designed to complement Shingwauk's Vision by providing a pathway for reading and interpreting the book. Each chapter begins with a vignette and a narrative introduction to help the reader to consider personal perspectives enroute to a more global understanding of the issues. Verbatim transcripts assist with comprehension, summarization, and organization of thinking. Supplemental readings augment Miller's research and assist classroom teachers in determining their approach to Aboriginal education. Guiding questions are provided for a more full exploration of the subject matter. The guidebook can be used in whole, or in part, in a cross-disciplinary fashion.

Residential Schools, With the Words and Images of Survivors, A National History honours the survivors, the former students, who attended residential schools. Designed for the general reader this accessible, 112-page history offers a first-person perspective of the residential school system in Canada, as it shares the memories of more than 70 survivors from across Canada as well as 125 archival and contemporary images (65 black & white photographs, 51 colour, some never before published). This essential volume written by award-winning author Larry Loyie, 1933-2016 (Cree), a survivor of St. Bernard Mission residential school in Grouard, AB, and co-authored by Constance Brissenden and Wayne K. Spear (Mohawk), reflects the ongoing commitment of this team to express the truths about residential school experiences and to honour the survivors whose voices are shared in this book. Along with the voices, readers will be engaged by the evocative, archival photographs provided by the Shingwauk Residential Schools Centre with the assistance of curator Krista McCracken. The book begins with the moving introduction by Larry Loyie, and moves to seven chapters that explore the purpose of this school system; cultures and traditions; leaving home; life at school the half-day system; the dark side of the schools; friendship and laughter coping with a new life; changing world--the healing begins; and an afterword. A detailed, full colour map showing residential schools, timeline with key dates, glossary, and a helpful index (including names of survivors and schools) make this vital resource a must-have for secondary, college, and universities, libraries, and the general reader. *2016 Winner of Golden Oak award in Ontario's Forest of Reading program

When a man lives to be a hundred he has many tales to tell. When that man is Dan Kennedy of the Carry the Kettle First Nation in Saskatchewan, his hundred-year-old memories and personal recollections are a part of Canada's heritage. As Chief Ochankugahe he witnessed the final days of Pre-Contact Assiniboine Sioux society, the turmoil of the Indian Wars, Ghost Dance, the Homestead Era and the Residential Schools. Educated at St. Boniface College, the chief is an Arcticulate, reflective commentator as well as an eye-witness to history. Despite the extreme human trials covered in the book, including famine and war, the Chief uses humour and compassion and is writes without rancour.

In 1993, the remains of a young woman were discovered at Nagami Bay, South Indian Lake, Manitoba. Out of that important archeological discovery came this unique story about a week in the life of Pīsim, a young Cree woman, who lived in the mid-1600s. In the story, created by renowned storyteller William Dumas, Pīsim begins to recognize her miskanow - her life's journey - and to develop her gifts for fulfilling that path. The story is brought to life by the rich imagery of Leonard Paul, and is accompanied by sidebars on Cree language and culture, archaeology and history, maps, songs, and more. *Winner of the Canadian Archaeological Association (CAA) 2014 Public Communications Author; Shortlisted for the Lillian Shepherd Memorial Award for Excellence in Illustration, 2014