Canadian Journal of Native Education

Titles and Contents

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Editorial: Awakening the Spirit: Indigenous Culture and Language Revitalization through Land, Water, and Sky

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This volume of the Canadian Journal of Native Education (CJNE) is co-edited by the research team of the four-year research project Awakening the Spirit:Revitalization o f Canoeing in Musqueam. A conference, Awakening the Spirit:Indigenous Culture and Language Revitalization through Land, Water, and Sky,was held on the unceded and occupied territory of the xwma0kwa^am (Musqueam) People in Vancouver, British Columbia in October 2017, which served as a culminating project activity for this research project. The xwma0kwa^am community and research team hosted 200 participants from across Canada, the United States, Europe, and New Zealand.

Pulling Together in an Indigenous Cultural Revitalization Canoe: Indigenous Women's Water and Land-based Research Methodologies in Action

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This article tells the story o f a four-year (2013-2017) canoe revitalization researchstudy enacted between Musqueam First Nation and three Indigenous women facultymembers working in two universities in British Columbia. This Indigenist researchproject resulted in the first canoe carved and launched in M usqueam in over 30 years.It identifies the Musqueam theoretical fram ew ork and role o f the Musqueam AdvisoryCouncil that guides the awakening o f ancient carving practices and research methodologies fo r the benefit o f future generations. It explores and considers traditional CoastSalish protocol and practices o f calling witnesses to community-based work, and itsadaption and relevance in research with university partners. Finally, it makes fundingpolicy recommendations to better support fu tu re Indigenous community-universityresearch partnerships.

Decolonizing Framework for Land-based Pedagogies

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This article examines a practice of decolonizing pedagogy used by a group of Indigenous Elders and community Knowledge Holders in the unceded xwm3dkw3t/3m(Musqueam) Coast Salish territories of British Columbia.

From Reconciliation towards Indigenous Cultural Resurgence: A Metissage on the Co-Imagining of Sta?alnamat and Stelnumut

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In this article, we speak of our experiences with Indigenous participatory pedagogies, interdisciplinary and intergenerational learning, and also discuss our co-creating of a community of Indigenous Inquiry.

Knowledge Making: Indigenous Undergraduate Research as Cultural and Language Revitalization

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The Knowledge Makers program provides one example of how it is possible to contribute to the Indigenization of the academy through an Indigenous undergraduate research program that values Indigenous languages and cultures.

On Grizzlies and Gratitude: Nuxalk College Reflection

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This educational moment in one Indigenous community suggests the dynamic and reciprocal possibilities inherent in such transformative learning environments. This anecdote suggests the pedagogical value of faculty self-reflection, highlights the importance of observation, and encourages openness to new narrative forms by presenting the notion of the classroom as ceremony and the faculty as witness.

Sivunitsatinnut ilinniapunga (For our future, I go to school): A Description of anArchaeology Field School and Photo Exhibit Project in Nunavik, Northern Quebec

2021-11-25T13:38:21-08:00

This article offers a description of a case study, an archealogical field school, and photoexhibit project with youth in Nunavik, Quebec, Canada, aimed at the valorisation and preservation of Inuit cultural heritage.

Testing the Waters: Engaging the Tekeni Teyoharke Kahswenhtake/Two Row Wampum into a Research Paradigm

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This paper is based on the lessons learned through a research project exploring the concepts of the Tekeni Teyoha:ke Kahswenhtake and "putting these ideas into action ."

Weaving Words: Conceptualizing Language Reclamation through a Culturally-Significant Metaphor

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When the Creater called us to our homelands to become a distinct people, Chickasaws received the gift of our language—Chikashshanom pa’—with which to speak to each other, the land, the plants, the animals, and the Creator. Chickasaws have held sacred the gift of our living language, passing it from generation to generation for thousands of years.

Indigenous People-Forest Relationships, Cultural Continuity, and Remobilization Using Indigenous Knowledge Systems: A Case Study of Kenya and Canada

2021-11-25T13:12:56-08:00

This article shares two cases studies in Kenya and Canada that considers people-forest relationships through the lens of Indigenous Knowledge Systems.

Contributors to this Issue

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