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Forts, Curriculum, and Indigenous Métissage: Imagining Decolonization of Aboriginal-Canadian Relations in Educational Contexts
In this article, I present critical insights gained from attentiveness to the significance of the fort as a mythic symbol deeply embedded within the Canadian national narrative that reinforces theExpand
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Indigenous Métissage: a decolonizing research sensibility
This paper is a report on the theoretical origins of a decolonizing research sensibility called Indigenous Métissage. This research praxis emerged parallel to personal and ongoing inquiries intoExpand
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Forts, Colonial Frontier Logics, and Aboriginal-Canadian Relations
The spirit and intent of this chapter is to explore possibilities for decolonizing Aboriginal-Canadian1 relations in educational contexts, with a specific focus on curricular and pedagogicalExpand
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Forts, Curriculum, and Ethical Relationality
I begin with reference to the conference theme that inspired this chapter: “An Uncommon Countenance: Provoking Past, Present, and Future Perspectives within Canadian Curriculum Studies.” I find theExpand
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Re-Reading History in the Case of the Papaschase Cree
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Culturally Relational Education In and With an Indigenous Community
The unfolding of our work with Eagle Flight First Nation prompts us to reflect deeply on what it means to do research in and with an Indigenous community.  This paper presents three stances that weExpand
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Living Ethically within Conflicts of Colonial Authority and Relationality
To consider more fully the contextual complexities of living ethically as curriculum scholars, we wish to attend to the various discursive regimes that effectively delimit and circumscribe researchExpand
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Aoksisowaato’op: Place and Story as Organic Curriculum
As a research collective, we have spent the last several years conceptualizing a praxis of metissage that could be applied to curriculum studies in Canada. The usefulness of texts of metissage to theExpand
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