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Decolonizing Education, Culture, and Society
Author:
Winner of the 2021 Society of Professors of Education Outstanding Book Award
Canadian Indigenous Literature and Art sheds light on Indigenous justice perspectives in Indigenous literature and art. Decolonizing education, culture, and society is the revolutionary pulse of this book aimed at educational reform and comprehensive change. Select works of published literature and exhibited art are interpreted in the critical discourse presented. Indigeneity as a lens is used to deconstruct education, accountability, and policy in Canada and globally. A new hypothesis is advanced about colonization and Indigenous voicelessness, helplessness, and genocidal victimhood as unchanging conditions of humanity. Activist pushback is demonstrated in the rise of Indigenous sources originating in global Canada. While colonization dehumanizes Canadian Indigenous peoples, a global movement has erupted, changing pockets of curriculum, teaching, and research. Through agency and solidarity in public life and, gradually, education, Indigenous justice is a mounting paradigmatic force. Indigenous voices speak about colonialism as a crisis of humanity that provokes truth-telling and protest. Glimpses of Indigenous futurity offer new possibilities for decolonizing our globally connected lives. Actionable steps include educating for a just world and integrating Indigenous justice in other advocacy theories.
“Compelling, interesting, important, and original. I was impressed with Carol Mullen’s knowledge as well as how she wove together this knowledge with both the literature and personal experience throughout this beautifully and soulfully written text. I appreciate how she illuminated spaces and people whose work is often relegated to dark corners.”
– Pamela J. Konkol, Professor of Foundations, Social Policy, and Research at Concordia University Chicago
See inside the book.
Canadian Indigenous Literature and Art sheds light on Indigenous justice perspectives in Indigenous literature and art. Decolonizing education, culture, and society is the revolutionary pulse of this book aimed at educational reform and comprehensive change. Select works of published literature and exhibited art are interpreted in the critical discourse presented. Indigeneity as a lens is used to deconstruct education, accountability, and policy in Canada and globally. A new hypothesis is advanced about colonization and Indigenous voicelessness, helplessness, and genocidal victimhood as unchanging conditions of humanity. Activist pushback is demonstrated in the rise of Indigenous sources originating in global Canada. While colonization dehumanizes Canadian Indigenous peoples, a global movement has erupted, changing pockets of curriculum, teaching, and research. Through agency and solidarity in public life and, gradually, education, Indigenous justice is a mounting paradigmatic force. Indigenous voices speak about colonialism as a crisis of humanity that provokes truth-telling and protest. Glimpses of Indigenous futurity offer new possibilities for decolonizing our globally connected lives. Actionable steps include educating for a just world and integrating Indigenous justice in other advocacy theories.
“Compelling, interesting, important, and original. I was impressed with Carol Mullen’s knowledge as well as how she wove together this knowledge with both the literature and personal experience throughout this beautifully and soulfully written text. I appreciate how she illuminated spaces and people whose work is often relegated to dark corners.”
– Pamela J. Konkol, Professor of Foundations, Social Policy, and Research at Concordia University Chicago
See inside the book.
Decolonizing Education, Culture, and Society
Author:
Winner of the 2021 Society of Professors of Education Outstanding Book Award
Canadian Indigenous Literature and Art sheds light on Indigenous justice perspectives in Indigenous literature and art. Decolonizing education, culture, and society is the revolutionary pulse of this book aimed at educational reform and comprehensive change. Select works of published literature and exhibited art are interpreted in the critical discourse presented. Indigeneity as a lens is used to deconstruct education, accountability, and policy in Canada and globally. A new hypothesis is advanced about colonization and Indigenous voicelessness, helplessness, and genocidal victimhood as unchanging conditions of humanity. Activist pushback is demonstrated in the rise of Indigenous sources originating in global Canada. While colonization dehumanizes Canadian Indigenous peoples, a global movement has erupted, changing pockets of curriculum, teaching, and research. Through agency and solidarity in public life and, gradually, education, Indigenous justice is a mounting paradigmatic force. Indigenous voices speak about colonialism as a crisis of humanity that provokes truth-telling and protest. Glimpses of Indigenous futurity offer new possibilities for decolonizing our globally connected lives. Actionable steps include educating for a just world and integrating Indigenous justice in other advocacy theories.
“Compelling, interesting, important, and original. I was impressed with Carol Mullen’s knowledge as well as how she wove together this knowledge with both the literature and personal experience throughout this beautifully and soulfully written text. I appreciate how she illuminated spaces and people whose work is often relegated to dark corners.”
– Pamela J. Konkol, Professor of Foundations, Social Policy, and Research at Concordia University Chicago
See inside the book.
Canadian Indigenous Literature and Art sheds light on Indigenous justice perspectives in Indigenous literature and art. Decolonizing education, culture, and society is the revolutionary pulse of this book aimed at educational reform and comprehensive change. Select works of published literature and exhibited art are interpreted in the critical discourse presented. Indigeneity as a lens is used to deconstruct education, accountability, and policy in Canada and globally. A new hypothesis is advanced about colonization and Indigenous voicelessness, helplessness, and genocidal victimhood as unchanging conditions of humanity. Activist pushback is demonstrated in the rise of Indigenous sources originating in global Canada. While colonization dehumanizes Canadian Indigenous peoples, a global movement has erupted, changing pockets of curriculum, teaching, and research. Through agency and solidarity in public life and, gradually, education, Indigenous justice is a mounting paradigmatic force. Indigenous voices speak about colonialism as a crisis of humanity that provokes truth-telling and protest. Glimpses of Indigenous futurity offer new possibilities for decolonizing our globally connected lives. Actionable steps include educating for a just world and integrating Indigenous justice in other advocacy theories.
“Compelling, interesting, important, and original. I was impressed with Carol Mullen’s knowledge as well as how she wove together this knowledge with both the literature and personal experience throughout this beautifully and soulfully written text. I appreciate how she illuminated spaces and people whose work is often relegated to dark corners.”
– Pamela J. Konkol, Professor of Foundations, Social Policy, and Research at Concordia University Chicago
See inside the book.
Author:
Is creativity occurring in China’s primary and secondary schools? The thesis undergirding this article is that creativity is a paradox and possibility within this test-centric culture. Discussion is of the literature on creativity from an international perspective, with support from an original pilot study. The Chinese schools visited arose out of an inquiry into crucial issues in basic education involving high-stakes accountability and effects on the creativity and innovation of children and youth. Pursuing knowledge in action, the u.s. Fulbright Scholar used observation, conversation, and interviews to explore creative processes in five rural and urban preK-12 schools within Southwest China. A teacher training institute confirmed that creative learning transpires within some of the primary schools in the region. Analyses of the data collected suggest the potential for creativity in schooling to co-exist with external accountability. These emergent results offer a lens for understanding intriguing developments of schooling in Chinese education.
Chapter 2 Tensions
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Abstract
Literature-informed trends and perpetual tensions associated with each are discussed. The four trends are policy and reform, testing and education, diversity and immigration, and health and environment. Wider and deeper contexts of colonization that worsen educational issues and dynamics in education are considered. A portrait of a globally competitive nation emerges that contradictorily cultivates cultural diversity and ensnares its native populations in persisting systemic inequalities. Views of a colonizing/colonized nation brimming with cultural diversity clash with a multicultural nation haunted by its past and troubled present. Seen as a global leader of tolerance and a strong advocate of diversity, Canada does not escape being cast paradoxically in subterfuge.
Chapter 4 Exhibits
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Abstract
Aboriginal artwork resonated with messages in Indigenous literature, revealing issues from Canada’s porous settler borderland. Indigenous art/ifacts, selectively analyzed, were displayed at the Art Gallery of Ontario’s (AGO) Every. Now. Then: Reframing Nationhood exhibition in 2017. Toronto’s artwork offered an innovative curriculum for exercising the public imagination and, paradoxically, expressing tribal protest. Indigenous and ally artists confronted colonization as a unified force and narrated lived Canadian experiences. Based on analyses of 200 art productions from Indigenous venues in Toronto, 7 of which are featured from the AGO, politics of water and land emerged as germane story lines of tribal mistreatment and “rebellion” against colonialism. Together, these productions offer a fascinating window into contemporary Indigenous experiences and traumatic historical events. The thought-provoking exhibition and highlighted productions enliven sociocultural contexts of colonization from healthcare and the environment to education. Readers are exposed to colonial misrepresentations and injustices, stimulated to reimagine conventional education and curriculum, and invited to participate in bridge-building and calls to action.
Chapter 3 Binaries
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Abstract
Across the literature reviewed, threats to indigeneity are exposed, including tribal injustice, dispossession, conflict, discrimination, and miseducation. Resolution to the threats is the heart of this chapter. Varying degrees of recognition by education stakeholders manifest around these coveted ideas; thus, treatment is variable of Indigenous protest, truth-telling, and agency to advance conflict resolution, defeat systemic racism against tribes, and restore Indigenous rights. The decolonization project conveys that justice for tribes uniquely centers on the restoration of land and tribal sovereignty. The need to develop collective awareness among cultures about colonialism, reconciliation, unity, and futurity is apparent. Offering hope and possibility, educators ground their perspectives and applications within certain political, cultural, and educational aspects of the Indigenous worldview.
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Chapter 6 Futurity
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Abstract
Futurity, an Indigenous construct in scholarship and art, is raised to incite introspection about the future of Aboriginal peoples. Ideas for dismantling colonialism and unsettling for change in education and society are taken up in this chapter. Discussion topics are Indigenous and settler futurity, extending to escapism from meaningful alliances; visions of Indigenous education, including pedagogical decolonizing starting places; learning from the past; and Indigenous justice from advocacy perspectives—multicultural education, social justice, Indigenous justice, and TribalCrit. TribalCrit’s nine tenets offer strategies for imagining and enacting a change-oriented future in education and society.
Chapter 5 Interventions
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Abstract
In this chapter, interventions and alternatives are addressed for altering oppressive colonial–settler realities. Public and Indigenous education in global Canada are prominent in a group of empirical studies. Stretching beyond colonial critique, the researchers offer experimentations, assessments, and transformative possibilities. Together, these studies coalesce around 10 literature-based tenets associated with decolonizing/indigenizing education and implementing new pedagogy and curricula, particularly in conventional learning environments. However, the goal of decolonization on behalf of Indigenous sovereignty is missing or, at best, implicit in studies of mainstream education, unlike the scholarship from radical disciplines (e.g., cultural and political studies). Also captured from the research synthesis are six categories of education (domains/disciplines) that advance indigeneity through experiential intervention: teacher education, educational leadership, health/medical education, community-centered education, environmental education, and youth education.
Chapter 1 Frames
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Abstract
Conceptual frames, derived from Indigenous sources specific to literature and art, are organized around salient ideas: the quest for decolonization through Indigenous justice and Indigenous voice as truth-telling about, and protest of, colonialism. Research questions directing the search for informative Aboriginal sources on present-day issues are stated. Frames are introduced as ways of seeing Indigenous-identified issues of (in)justice in education and society. Definitions of specialized terms are provided, with context and source citation. Methodological frames are described in some detail around the Indigenous sources based on literature and artwork relevant to the global Canadian context.