Preparing for the end of the world as we know it (with GTDF collective)
A Collective Call for Accountability in Plant Medicine Experiences
Key academic publications
Book: Ahenakew, C. (2019).Towards Scarring our Collective Soul Wound. Guelph: Musagetes Foundation. Available for download here.
Stein, S., Andreotti, V., Suša, R., Ahenakew, C., & Čajková, T. (2022). From “education for sustainable development” to “education for the end of the world as we know it”. Educational Philosophy and Theory, 54(3), 274-287.
Mika, C., Andreotti, V., Cooper, G., Cash, A., & Silva, D. (2020). The ontological differences between wording and wordling the world. Language, Discourse & Society, 8(1), 17-32.
Stein, S., Andreotti, V., Hunt, D., & Ahenakew, C. (2021). Complexities and challenges of decolonising higher education: Lessons from Canada. Decolonisation as Democratisation: Global Insights into the South African Experience. Edited by Siseko H. Kumalo. Pretoria: HSRC Press.
Vásquez-Fernández, A., Shuñaqui Sangama, M., Ahenakew, C., Pérez Pinedo, M., Sebastián Lizardo, R., Canayo Otto, J., & Kozak, R. A. (2021). From “mutual respect” to “intercultural respect”: collaborating with Asheninka and Yine Peoples in the Peruvian Amazon. The journal of legal pluralism and unofficial law, 53(1), 127-153.
de Oliveira Andreotti, V., Stein, S., Susa, R., Ahenakew, C., Caikova, T., Pitaguary, R., & Pitaguary, B. (2021). Calibrating our vital compass: Unlearning colonial habits of being in everyday life. Rizoma Freireano, (30), 3, 1-10.
Ahenakew, C. (2017). Mapping and Complicating Conversations about Indigenous Education. Diaspora, Indigenous, and Minority Education, DOI:10.1080/15595692.2017.1278693.
Ahenakew, C. (2016). Grafting indigenous ways of knowing onto non-indigenous ways of being: The (under-estimated) challenges of a decolonial imagination. International Review of Qualitative Research, Fall, 9(3), 323 –340.
Ahenakew, C., Andreotti, V. D. O., Cooper, G., & Hireme, H. (2014). Beyond epistemic provincialism: De-provincializing Indigenous resistance. AlterNative: An International Journal of Indigenous Peoples, 10(3), 216-231.
Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education & Society, 4(1), 21-40.
Stein, S., Andreotti, V., Suša, R., Amsler, S., Hunt, D., Ahenakew, C., Jimmy, E., Cardoso, C., Pitaguary, B., Pitaguary, R. & Siwek, D. (2020). Gesturing Towards Decolonial Futures. Nordic Journal of Comparative and International Education (NJCIE), 4(1), 43-65.
Vásquez-Fernández, A. & Ahenakew, C. (2020). Resurgence of relationality: reflections on decolonizing and indigenizing ‘sustainable development’. Current Opinion in Environmental Sustainability, 43: 65-70.
Ahenakew, C. (2018). Sacred pain in indigenous metaphysics dancing towards cosmological reconciliations. Special Issue of the Canadian Journal of Native Education, 38(2), 176-188.
Ahenakew, C., Andreotti, V., Mika, C., & Hireme, H. (2017). Indigenous Knowledge Systems and Anticipation. In R. Poli (ed.), Handbook of Anticipation, Springer International Publishing, AG. (pp. 1-14).
Naepi, S., Stein, S., Ahenakew, C., & Andreotti, V. (2017). A cartography of higher education attempts at inclusion and insights from pasifika scholarship in Aotearoa New Zealand. In J. Major and C. Reid (Eds.), Education dialogues with/in the global south (pp. 81-99). New York: Palgrave MacMillan.