Tawnshi folks! 

Article: Gladys Sterenberg (2013) Considering Indigenous Knowledges and Mathematics Curriculum. 

Debbie and EducateTheEarth discuss an article written by a professor that we both had the privilege to work with in some capacity. We discuss intentional means of connecting Indigenous notions to educational practices and how we are all on a learning journey that is ongoing. Relationships are key to build and keeping an open heart and an open mind within the process is meaningful.

*IGTV/Instagram Live is the primary place of these conversations. Thank you for your understanding.*

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Tawnshi folks! 

Article: James A. Banks (2008) Diversity, Group Identity, and Citizenship Education in a Global Age.

*IGTV/Instagram Live is the primary place of these conversations. Thank you for your understanding.*

Please follow @EducateTheEarth on Instagram and X for more content. 

Tawnshi folks!

Article: Peter Elson (2007) A Short History of Voluntary Sector-Government Relations in Canada.  

Ashley and EducateTheEarth discuss various matters of social innovation including charities, foundations, a documentary called Poverty Inc., and Me to We as a means to disrupt our preconceived notions of whom we are donating to and buying from and think about the historical notions of which these foundations stem from. Further, Ashley describes in great detail how it is important to be ethical in terms of our partnerships in working WITH folks.

Maarsii @ashley_a_dion for your knowledge and insights on this important topic!

*IGTV/Instagram Live is the primary place of these conversations. Thank you for your understanding.*

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Tawnshi folks!

Article: Jennifer Tupper (2014) Social Media and the Idle No More Movement: Citizenship, Activism and Dissent in Canada.

Aaron and EducateTheEarth discussed key notions from Jennifer Tupper's (2014) work that discusses the Idle No More Movement and connected it to what they see as ongoing work regarding Black Lives Matter, accessibility of technology, educational notions of the importance of feeling discomfort, and to always be in the process of reflective learning. 

Maarsii @ehehronn for your perspectives and advocacy in these movements! 

*IGTV/Instagram Live is the primary place of these conversations. Thank you for your understanding.*

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Tawnshi folks!

Article: Marisela Martinez-Cola (2020) Collectors, Nightlights, and Allies, Oh My! White Mentors in the Academy.
Sarah and EducateTheEarth discuss their collective emotions and experiences in being white-passing Indigenous students in predominantly White academic communities. Michael shares meaningful experiences and how we can continuously become Anti-Racist. Allyship is also discussed in detail.

Maarsii @mcgoodmedicine for your time and our meaningful conversation! 

*IGTV/Instagram Live is the primary place of these conversations. Thank you for your understanding.*

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Tawnshi folks! 

Article: Susan Dion (2016) Mediating the Space in Between: Voices of Indigenous Youth and Voices of Educators in the Service of Education.

In Episode One of Research Time, EducateTheEarth (Madelaine McCracken) talked about Susan Dion's (2016) conceptualization of "Perfect Strangers." It is the responsibility of all non-Indigenous teachers to accept their non-comfy feelings about teaching Indigenous education, and change it to honouring the TRUTH of Canada's history. EducateTheEarth (Madelaine McCracken) discussed the next steps of the segment, how she has become an Indigenous researcher, and answered various questions from folks that she hope will assist them within their journeys. 

*IGTV/Instagram Live is the primary place of this conversation. Thank you for your understanding.*

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Tawnshi folks! 

Articles: 

Ng-A-Fook, N. (2005). A curriculum of mother-son plots on education's center stage. Journal of Curriculum Theorizing, 21(4), 43-58.

Cheechoo, K. (2020). Reframing reconciliation: Turning our back or turning back? In Cote-Meek, S., & Moeke-Pickering, T. (Eds.), Decolonizing and Indigenizing education in Canada (1st ed., pp. 247-265). ProQuest eBook Central.

Brant, K., Cheechoo, K., McGuire-Adams, T., Vaudren-Charette, J., & Ng-A-Fook, N. (2017). Indigenizing ivory towers: Poetic inquiry, métissage, and reconcilia(c)tion. In E. Lyle (Ed.), At the intersection of selves and subject (1st ed., pp. 87–104). Sense Publishers.

In this episode, EducateTheEarth unpack the academic works of Dr. Nicholas Ng-A-Fook and Dr. Keri-Lynn Cheechoo and make connections to the methodologies of poetic inquiry, métissage, and currere, my own ongoing work and experiences with reconciliation-education, and my epistemology as a Michif researcher. I understand the importance of truth-telling, story-telling, and the artistic uses of narrative inquiry and poetry and how they can be presented in qualitative studies and how researcher ought to discern their own positionalities in relation to their own research/epistemologies.  

I offer my gratitude and appreciation to both Keri and Nick and their authentic selves in connection to their works, but also how others might look towards their works, and who they are as individuals, in relational ways. 

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My sister surprised me with recording a podcast. This episode honours the importance of being personal, and honouring kinship relations; family. I cannot be more grateful for my sister and my family for being constant supports in my life.

Tawnshi folks! 

Article: Cindy Blackstock (2007). The Breath of Life Versus the Embodiment of Life: Indigenous Knowledge and Western Research.

In our conversation, we unpack the Breath of Life Theory through Indigenous epistemological worldviews, being the Breath of Life through generational thinking, time, accountability, responsibility, and acknowledgement of how unique First Nations, Métis, and Inuit cultures are, and how such sharings support our work within our positionally as researchers. 

Maarsii and thank you Lisa for your care, involvement, and ability to stand alongside First Peoples in the face of injustices. You are going to make intentional and meaningful impacts within your research.  

Please follow @EducateTheEarth on Instagram and X for more podcasting content. 

Tawnshi folks! 

Book Chapters: "The Trauma Informed School” by Jim Sporleder. 

Chapter 3: Trauma, Stress, and the Brain 

Chapter 10: Creating a relationship based culture 

Amanda and I discuss strategies, ways of thinking, and understandings of how to support teachers and their school communities to be aware of how to be pedagogically trauma informed. Amanda provides great details how to amplify strategies in your classes. We also discuss the importance of boundaries and Dr. Jody Carrington.

Maarsii and thank you so much @_amandam96 for joining me in sharing this conversation. Your knowledge sharing will most definitely support educators and their journeys. 

*IGTV/Instagram Live hosts these conversations. Thank you for your understanding.*  

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