1. Brendtro, L. K., Brokenleg, M., & Bockern, S. V. (2002). Reclaiming youth at risk: Our hope for the future. Bloomington, IN: National Educational Service.

This book lays out the circle of courage, a framework of raising children according to Native American principals and values. The circle of courage framework is important to my inquiry project because it comes from Indigenous philosophy and worldview. While there is significant overlap between the CASEL SEL wheel and other ways of supporting young people, it was important to explore a framework that was informed by decolonized thinking. The circle of courage may hold some of the answers about how to bridge the gap between Indigenous and non-Indigenous learners.

2. Hermes, M. (2000) The scientific method, Nintendo, and Eagle feathers: Rethinking the meaning of “culture-based” curriculum at an Ojibwe tribal school, International Journal of Qualitative Studies in Education, 13:4, 387-400, DOI: 10.1080/095183900413340

This article explores the dichotomy that is created between academics and culture when both have separate goals in First Nations education. When we separate academics and culture into two distinct areas of achievement we reduce the value of both. The author suggests a merging of the two. While not a decolonized approach it is a plausible solution to some of the current gaps between Indigenous and non-Indigenous learners.

3. Joseph, P. B. (2000). Cultures of curriculum. Mahwah, N.J: L. Erlbaum Associates.

This textbook lays out six goals of education from a western view point. It was important to explore what the goals of the Western education system are in order to compare them to an Indigenous worldview. I believe that the difference between Western and Indigenous goals for education is a key part of the puzzle when trying to figure out why there is so little progress toward addressing the current gaps. The two sides want different things from the system and view the system very differently.

4. Kinew, W. (2015) The Reason You Walk. Penguin Canada

This book is a work of creative non-fiction that explores what reconciliation means on a personal level. It talks about the hard work that reconciliation takes on both the parts of Indigenous individuals and settlers. It explores the motivations behind the hard work. It really taught me that if Canadians want to make this work they have to work together until the job is done.

5. Giles, W. & Travis, T. [Button Poetry]. (2015, Dec 23) Oral Traditions. [Video file]. Retrieved from https://www.youtube.com/watch?v=r3pslYJjpDo

This is a spoken-word piece that explores the loss of language and the complicated process of reclaiming oral traditions. Decolonization is about reclaiming Indigenous spaces and knowledge. This piece explores the emotions of decolonization. I tried to take a wholistic approach to this inquiry and it was important for me to explore the art and emotionality of this topic.

6. Rasmussen, D (2011). Some Honest Talk about Non-Indigenous Education. Our Schools/Our Selves, 20(2), 19-33

This article discusses the very different concepts of education of Euro-Canadians and Indigenous peoples. This was important to my inquiry question because the difference between how education is conceptualized informs what each party wants from the system. The disconnect leads to different goals and a lack of progress towards addressing the current gaps that exist. There needs to be some kind of understanding between the groups to allow for the hard work to begin.