Drawing on First Peoples Principles of Education, this book highlights the ways in which Indigenous learning and pedagogies parallel the western notion of Slow pedagogy.
Drawing on First Peoples Principles of Education, this book highlights the ways in which Indigenous learning and pedagogies parallel the western notion of Slow pedagogy.
Shannon Leddy is an associate professor of Art Education at the University of British Columbia.
Inhaltsangabe
List of Illustrations Abbreviations Foreword: Weaving and Reweaving Indigenous Education in New Ways through the Timelessness of Transformative Thought, Teaching, and Learning xvii Herman Michell Preface Acknowledgements 1. Tawâw Bringing Indigenous Knowledge and Pedagogies into the Class Indigenous Ways and Reconciliation The Medicine Wheel Framework, Our Loom Warp and Weft: Connecting Slow to Indigenous Ways 2. Building Decolonial Literacy for Indigenous Education Historically Rooted Thought: We Are All Colonized People It Is Not about the Lesson Plans Ontologies Identity Place Relationship Weaving Sourcing and Preparing Materials 3. Slow Ways and Indigenous Ways Disconnecting from the Clock and Caring Deeply Experiential Land Conscious/Place Conscious Deeply Relational Internal Connection Spinning 4. East - Spiritual - Respect August on the Salish Sea: Tucked into a Bay Dyeing the Yarn before the Weave 5. South - Emotional - Relevance Why Emotion Matters Decolonizing Is a Slow and Careful Business Taking Trauma into Account Developing Effective Practices Circle Pedagogy Winding the Wool 6. West - Physical - Reciprocity The Unseen The Visible, Physical, Material World In the Classroom Pedagogy that Nurtures Relational Place-Conscious Pedagogy Setting up the Loom 7. North - Intellectual - Responsibility What Counts as Knowledge? How Much Knowledge Counts? It Really Isn’t about the Lesson Plans Adding an Indigenous Lens Developing Effective Practices Kendomang Zhagodenamonon Lodge Button Blankets and Starblankets Tiny Orange Sweater Project Summing Up Weaving and Finishing 8. Pimoteh (Walking) References Index
List of Illustrations Abbreviations Foreword: Weaving and Reweaving Indigenous Education in New Ways through the Timelessness of Transformative Thought, Teaching, and Learning xvii Herman Michell Preface Acknowledgements 1. Tawâw Bringing Indigenous Knowledge and Pedagogies into the Class Indigenous Ways and Reconciliation The Medicine Wheel Framework, Our Loom Warp and Weft: Connecting Slow to Indigenous Ways 2. Building Decolonial Literacy for Indigenous Education Historically Rooted Thought: We Are All Colonized People It Is Not about the Lesson Plans Ontologies Identity Place Relationship Weaving Sourcing and Preparing Materials 3. Slow Ways and Indigenous Ways Disconnecting from the Clock and Caring Deeply Experiential Land Conscious/Place Conscious Deeply Relational Internal Connection Spinning 4. East - Spiritual - Respect August on the Salish Sea: Tucked into a Bay Dyeing the Yarn before the Weave 5. South - Emotional - Relevance Why Emotion Matters Decolonizing Is a Slow and Careful Business Taking Trauma into Account Developing Effective Practices Circle Pedagogy Winding the Wool 6. West - Physical - Reciprocity The Unseen The Visible, Physical, Material World In the Classroom Pedagogy that Nurtures Relational Place-Conscious Pedagogy Setting up the Loom 7. North - Intellectual - Responsibility What Counts as Knowledge? How Much Knowledge Counts? It Really Isn’t about the Lesson Plans Adding an Indigenous Lens Developing Effective Practices Kendomang Zhagodenamonon Lodge Button Blankets and Starblankets Tiny Orange Sweater Project Summing Up Weaving and Finishing 8. Pimoteh (Walking) References Index
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