Promotional Information

This introduction to indigenous pedagogy will inspire teachers to transform how they introduce Aboriginal content in the classroom and how they work with students in crosscultural environments.

Table of Contents

Foreword / Greg Cajete

SENĆOŦEN Pronunciation and Glossary

Introduction: A Welcoming

The Moons of XAXE SIÁM SILA

1 Orienting to Place and Pedagogical Purpose

2 Opening Oneself to Indigenous Ways of Being-Knowing-Doing

3 Rethinking Learner-Teacher Relationships

4 Invoking Good Intention and Conscious Action

5 Focusing on How and Why We Teach

6 Trusting Learners and Remembering Wholeness

7 Coming Together in Safe Enough Spaces

8 Continuing Reflection towards Sustainability

9 Preparing Self and Community for Dispositional Change

10 Indigenizing Practice amid Classroom Challenges

11 Re-envisioning (Teacher) Education

12 Touchstones for Future Teaching

References; Index

About the Author

Michele T.D. Tanaka is an assistant professor in the Faculty of Education at the University of Victoria. She is grateful to live and work on the beautiful lands of the traditional Coast Salish territory of the Lkwungen, Esquimalt, and WASANEC peoples. Her research and teaching interests have been shaped by over ten years in the classroom, in a variety of educational settings.

Reviews

This book is essential reading for teachers, teacher educators, and anyone interested in indigenous education, social justice, and transformative learning. It also provides important insights and guidance to educational policymakers… [Learning and Teaching Together] is highly recommended.
*Pacific Northwest Quarterly, Volume 109, Number 2*

… Indigenous educators and allies will find this text inspirational, hopeful, and useful.
*Great Plains Research*

Teachers in British Columbia and throughout Canada who struggle with how to enact curriculum changes that incorporate Indigenous knowledge, history, and identity will find this book illuminating … in spite of the seemingly overwhelming challenges in making a space for Indigenous thought and experience, it can and must be done. The transformation has been happening and is continuing.
*BC Studies, no. 196, Winter 2017/18*