This guide provides a list of books, articles, and other resources discussed in Walking this Path Together sessions. We gratefully acknowledge the contributions of those who have shared resources and knowledge necessary to create this resource list.
Walking this Path Together is a UNBC cross-institutional dialogue led by Indigenous Initiatives, the First Nations Centre, and the Centre for Teaching and Learning. This is a space where our community can discuss challenges and opportunities and support educators to decolonize and Indigenize their teaching.
This is a living document and feedback/suggestions are welcome! Contact our First Nations Studies Librarian Adam.Cohen@unbc.ca
We would like to respectfully acknowledge Daniel Sims, Anne Sommerfeld, and Fraser Earl for their contributions to this list.
Aman Sium, Chandni Desai and Eric Ritskes, “Towards the ‘Tangible Unknown:’ Decolonization and the Indigenous Future,” Decolonization: Indigeneity, Education & Society 1, no. 1 (2012): 1-13. Access: https://jps.library.utoronto.ca/index.php/des/article/view/18638
Dwayne Donaldson, “Indigenous Metissage: A Decolonizing Research Sensibility,” Internal Journal of Qualitative Studies in Education 25, no. 5 (2012): 533-555. Access: https://tinyurl.com/yzwjkzgp
Elizabeth Carlson, “Anti-Colonial Methodologies and Practices for Settler Colonial Studies,” Settler Colonial Studies 7, no. 4 (2017): 496-517. Access: https://tinyurl.com/d45azytt
Francis Akena, “Critical Analysis of the Production of Western Knowledge and Its Implications for Indigenous Knowledge and Decolonization,” Journal of Black Studies 43, no. 6 (2012): 599-619. Access: https://tinyurl.com/yfgtl36q
G.J.S. Dei, “Rethinking the Role of Indigenous Knowledges in the Academy,” International Journal of Inclusive Education 4, no. 2 (2000): 111-132. Access: https://tinyurl.com/ydo3o64a
G.J.S. Dei and Alireza Asgharzadeh, “The Power of Social Theory: The Anti-Colonial Discursive Framework,” The Journal of Educational Thought 35, no. 3 (2001): 297-323. Access: https://tinyurl.com/yfzxpj52
Godwin Agboka, “Decolonial Methodologies: Social Justice Perspectives in Intercultural Technical Communication Research,” Journal of Technical Writing and Communication 44, no. 3 (2014): 297-327. Access: https://tinyurl.com/yebkj2zx
Jason Chalmers, “The Transformation of Academic Knowledge: Understanding the Relationship Between Decolonising and Indigenous Research Methodologies,” Socialist Studies 12, no. 1 (2017): 97-116. Access: https://tinyurl.com/yz2wccnh
Julie Kapyrka and Mark Dockstator, “Indigenous Knowledges and Western Knowledges in Environmental Education: Acknowledging the Tensions for the Benefits of a “Two-Worlds” Approach,” Canadian Journal of Environmental Education 17 (2012): 97-112. Access: https://cjee.lakeheadu.ca/article/view/1069
Kathy Absolon, “Indigenous Wholistic Theory: A Knowledge Set for Practice,” First Peoples Child & Family Review 5, no. 2 (2010): 74-87. Access: https://tinyurl.com/yj7q48h3
Leanne Simpson, “Traditional Ecological Knowledge: Marginalization, Appropriation and Continued Disillusion,” Indigenous Knowledge Conference, 2001. Access: http://iportal.usask.ca/purl/IKC-2001-Simpson.pdf
Leanne Simpson, “Anticolonial Strategies for the Recovery and Maintenance of Indigenous Knowledge,” American Indian Quarterly 28, no. 3/4 (2004): 373-384. Access: https://tinyurl.com/yedhog8o
Leanne Simpson, “Aboriginal Peoples and Knowledge: Decolonizing Our Processes,” The Canadian Journal of Native Studies, 21, no. 1 (2001): 137-148. Access: https://tinyurl.com/ygwhclms
Michael Hart, “Indigenous Worldviews, Knowledge, and Research: The Development of an Indigenous Research Paradigm,” Journal of Indigenous Voices in Social Work 1, no. 1 (2010): 1-16. Access: http://hdl.handle.net/10125/15117
Michelle Pigeon, “Moving Between Theory and Practice within an Indigenous Research Paradigm,” Qualitative Research (2018): 1-19. Access: https://tinyurl.com/yhb7lsp7
Riyad Shahjahan, “Mapping the Field of Anti-Colonial Discourse to Understand Issues of Indigenous Knowledges: Decolonizing Praxis,” McGill Journal of Education 40, no. 2 (2005): 213-240. Access: https://tinyurl.com/yz3j3dvt