Telling Stories and Living Art: Making Room for Social Justice and Diversity in Graduate Education

Indigenous scholars discovered that indigenous knowledge is far more than the binary opposite of western knowledge. As a concept, indigenous knowledge benchmarks the limitations of Eurocentric theory — its methodology, evidence, and conclusions — reconceptualizes the resilience and self-reliance of indigenous peoples, and underscores the importance of their own philosophies, heritages, and educational processes. Indigenous knowledge fills the ethical and knowledge gaps in Eurocentric education, research, and scholarship (2002:5)

Collaborative Action Learning and Leadership: A Feminist/Indigenous Model for Higher Education

An article discussion the intersectionality of feminism, traditional Indigenous models of leadership, and modern leadership studies

Indigenous Sustainable Wisdom: First-Nation Know-How for Global Flourishing

Indigenous Sustainable Wisdom: First Nation Know-How for Global Flourishing’s contributors describe ways of being that reflect a worldview that has guided humanity for 99% of human history; they describe the practical traditional wisdom stemming from Nature-based relational cultures that were or are guided by this worldview. Such cultures did not cause the kinds of anti-Nature and de-humanizing or inequitable policies and practices that now pervade our world. Far from romanticizing Indigenous histories, Indigenous Sustainable Wisdom offers facts about how human beings, with our potential for good and evil behaviors, can live in relative harmony again. Contributions cover views from anthropology, psychology, sociology, leadership, native science, native history, native art

Why Diversity, Inclusion and Equity Initiatives in Higher Education Really “DIE”

Managerialism in higher education is often a reaction that presidents and boards employ when trying to show they are tackling obvious problems. Hiring “Chief Diversity Offices” reflects this trend and reveals the difficulty of administrators and faculty in seeing past the hierarchy of colonialism and addressing the mandate for authentic inclusion by returning to a pre-colonial mindset via critical, counter-hegemonic education and worldview reflection

Turning Toward Being: The Podcast: Four Arrows, Part 1

This is part one of a two-part conversation with Four Arrows concerning his study of the complex relationships between an indigenous world view and modernity

Turning Toward Being: The Podcast: Four Arrows, Part 2

This is part two of a two-part conversation with Four Arrows concerning his study of the complex relationships between an indigenous world view and modernity

Indigenous onto-epistemologies and pedagogies of care and affect in Aotearoa.

This article reflects on research conducted in one kindergarten that was part of a wider project focusing on 'caring for ourselves, others and the environment' in early years education in Aotearoa New Zealand. The project drew upon Māori and western theoretical frames. In this article I respond to Bruno Latour's suggestion that we renew our theoretical considerations to make our practice more responsive to 'matters of concern'. The interlinked matters of concern that are the focus of this article are the endangered status of both indigenous peoples' worldviews and of the well-being of the planet. Early childhood teachers during the project introduced Māori (Indigenous) seasonal and healing practices within their daily pedagogies, in some small ways perhaps transcending the ongoing disruption and intergenerational trauma of the history of colonisation. It is argued that indigenous ways of being, knowing, and doing enact an ethic of biocentric relationality which, when applied through early childhood pedagogies, offer a source of hope in this era of anthropogenic climate crisis