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.

FNER is a collection of links to educational resources compiled by Angela Towedo, BA, BEd. Oji-Cree Teacher, whose goal is to improve the lives of Indigenous children across Canada by providing tools for Indigenous and non-indigenous educators

This short documentary examines an innovative educational program developed by John and Gerti Murdoch to teach Cree children their language via Cree folklore, photographs, artifacts, and books that were written and printed in the community. Made as part of the NFB’s groundbreaking Challenge for Change series, Cree Way shows that local control of the education curriculum has a place in Indigenous communities.

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.

Moving Forward: A Collection about Truth and Reconciliation supports the Truth and Reconciliation Commission's call to action in this 88-page anthology from McGraw-Hill Ryerson's iLit Series. This collection includes short stories, poems, essays, and art created by First Nations, Inuit, and Métis authors and artists on the topics of truth and reconciliation as they relate to residential schools. Each selection includes Before, During, and After questions and activities that support English Language Arts grades 10 to 12 curricula from across the country. The volume contains a speech written by Justice Murray Sinclair about the meaning of reconciliation. Poetry includes I Am Graffiti by Leanne Simpson, Mechanic by Louise B. Halfe, and The Same as Trees by Nicola I. Campbell. The collection includes two memoir excerpts by Isabelle Knockwook and Sheila Watt-Cloutier. Short Stories by Drew Hayden Taylor and Joseph Boyden are included. Richard Wagamese and Niigonwedom James Sinclair each contribute personal essays. Artwork includes pieces by Tracey Anthony and Carey Newman. Steven Keewatin Sanderson's graphic story effectively explores Rock Bottom themes in this colour comic strip using a limited amount of text. Savannah Simon provides an interview about her efforts to support learning Mi'kmaq in contemporary settings. This volume is an outstanding and relevant collection for Canadian students addressing the TRC's Call to Action through literature.

Ce court documentaire de 22 minutes "explore le lourd héritage des pensionnats autochtones par l'entremise de deux femmes extraordinaires ayant pris l'étonnante décision de retourner à l'école qui a si profondément bouleversé leur vie. Ce film intimiste et touchant témoigne de la force et de la dignité dont elles ont fait preuve pour défendre leur cause et changer les choses à leurs propres conditions" (Déscription tirée de l'ONF).

Ceci est un rapport de recherche qui porte sur la vie au Pensionnat de Saint-Mard-de-Figuery. On y retrouve la méthodologie, les questions éthiques reliées à la recherche, le public cible, l’éducation des enfants au pensionnat et la vie en général dans l’institution. 

This source describes in detail what the doctrine of discovery is, how it has shaped Canada's relationship with Indigenous Peoples (legally, politically, economically, and socially) and why it must be formally renounced in Canada in order to achieve reconciliation and decolonization. This is a useful source for teachers who may need some background knowledge about how the Canadian government and settlers more broadly tend to write, think, and talk about Canada as a place that was "discovered" by explorers or pioneers. For teachers beginning to introduce the concept of Treaties, a first step may be to internally reflect upon how we have, generally, historically been taught or are expected to teach Canada's history of settlement. This is an incredible resource for dismantling any preconceived notions of Canada as a "blank space" or terra nulius before European settlement, and a source that provides many justifications for overruling doctrine of discovery pedagogy with new paradigms.

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.

Written mainly by First Nations and Metis people, this book examines current issues in First Nations education.