Table of Contents

Artist Statement on the Cover Art Series Editor Introduction Acknowledgements Introduction to the Edited Volume 1. Literacies of Land: Decolonizing Narratives, Storying & Literature 2. Haa shageinyaa: 'Point your canoe downstream and keep your head up!' 3. Rez Ponies and Confronting Sacred Junctures in Decolonizing and Indigenous Education 4. River as lifeblood, River as border: The irreconcilable discrepancies of colonial occupation from/with/on/of the Frontera 5. Indigenous Oceanic Futures: Challenging Settler Colonialisms & Militarization 6. The Ixil University and the Decolonization of Knowledge 7. Decolonizing Indigenous Education in the Postwar City: Native Women’s Activism from Southern California to the Motor City 8. Queering Indigenous Education 9. Colonial Conventions: Institutionalized Research Relationships and Decolonizing Research Ethics 10. Decolonization for the Masses? Grappling with Indigenous Content Requirements in the Changing Canadian Post-Secondary Environment 11. E Kore Au e Ngaro, He Kākano i Ruia mai i Rangiātea (I will never be lost, I am a seed sown from Rangiātea): Te Wānanga o Raukawa as an Example of Educating for Indigenous futures 12. Designing futures of identity: Navigating agenda collisions in Pacific disability 13. Decolonizing Education through Transdisciplinary Approaches to Climate Change Education 14. With roots in the water: Revitalizing Straits Salish Reef Net fishing as education for well-being and sustainability 15. wałyaʕasukʔi naananiqsakqin: At the Home of our Ancestors: Ancestral Continuity in Indigenous Land-Based Language Immersion Afterword List of Contributors Index

About the Author

Linda Tuhiwai Smith is a Professor of Māori and Indigenous Studies at the University of Waikato in New Zealand.

Eve Tuck is Associate Professor of Critical Race and Indigenous Studies, Ontario Institute for Studies in Education, and Canada Research Chair of Indigenous Methodologies with Youth and Communities, University of Toronto

K. Wayne Yang is the Director of Undergraduate Studies in the Ethnic Studies Department at the University of California, San Diego.

Reviews

"A deeply affirming, justice-centered collection that maps diverse and meaningful relations from multiple educational, geographic, cultural, and disciplinary perspectives—and does so in ways that help us think, teach, and live better. Every scholar and student in any area of Indigenous Studies should have a copy of this vital work. I am so grateful to the editors and the contributors for this gift, as it will continue to inform, challenge, and inspire me and so many others for a very long time to come."Daniel Heath Justice (Citizen, Cherokee Nation), Canada Research Chair in Indigenous Literature and Expressive Culture, Professor at the University of British Columbia"This collection is a primarily Indigenous-authored focus on ways education can be restructured to serve the interests of Indigenous sovereignty and resurgence, starting from first principles of Indigenous being such as land as teacher, and water is life. I look forward to how this volume and this series can be a place for Indigenous scholarly dialogue on how to wisely raise up our people and learn from the leading practices Indigenous communities are engaging in worldwide. Indigenous readers will want to consult this work, and works in the series, to find guidance on and inspiration for how to decolonize at home."Jean-Paul Restoule, Chair, Department of Indigenous Education, University of Virginia'The artwork and her statement confirm that Indigenous ways of being are featured in this edited book. Each chapter is a gift in the deepest sense, sharing the Indigenous and decolonizing work by Indigenous scholars. This is not a how-to book; it is a book about work done our way"Stephanie J. Waterman, NAIS Journal, University of Minnesota Press