Readings

Please find all the readings below. An introductory text + quizzes will be available on 25 June on Canvas, but if you want to start reading, please use this list.

Core Reading List:

  1. Donald, D. (in press). Homo economicus and forgetful curriculum: Remembering other ways to be a human being. [PDF – copy from the author]
  2. Whyte, K. P. (2018). On resilient parasitisms, or why I’m skeptical of Indigenous/settler reconciliation. Journal of Global Ethics, 14(2), 277-289 [search for it through UBC library]
  3. Sheridan, J., & Longboat, R.(2006). The Haudenosaunee imagination and the ecology of the sacred. Space and Culture, 9(4), 365-381.[search for it through UBC library]
  4. Little Bear, L. (2000). Jagged worldviews colliding. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 77-85). Vancouver: UBS Press. Retrieved from: http://www.learnalberta.ca/content/aswt/worldviews/documents/jagged_worldviews_colliding.pdf
  5. Armstrong, J. (2009). En’owkin: What it means to a sustainable community. Center for Ecoliteracy. Berkeley, CA. Retrieved from https://www.ecoliteracy.org/article/enowkin-what-it-means-sustainable-community
  6. Ahenakew, C. (2016). A few thoughts on sacred pain. Canadian Journal of Native Education, 38(2), 176-188. [PDF – copy from the author]

Sub-sets:

Land and Food Systems [LFS490]

  1. Gregory, W. J. (1996). Discordant pluralism: A new strategy for critical systems thinking. Systems Practice, 9(6), 605-625. https://link.springer.com/content/pdf/10.1007/BF02169216.pdf
  2. Martens, T., Cidro, J., Hart, M. A., & McLachlan, S. (2016). Understanding Indigenous food sovereignty through an Indigenous research paradigm. Journal of Indigenous Social Development Volume, 5(1), 18-31. https://umanitoba.ca/faculties/social_work/media/V5i1-02martens_cidro_hart_mclachlan.pdf
  3. Rojas, A. (2015). Polycultures of the Mind: The “End” of the Peasant and the Birth of Agroecology. In Global Capitalism and the Future of Agrarian Society (pp. 263-286). Routledge. https://www-taylorfrancis-com.ezproxy.library.ubc.ca/books/e/9781315634463 [chapter 13]

Environmental education [EDST451]

  1. Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3). [search for it through google scholar]
  2. Bendell, J. (2018). Deep Adaptation: a map for navigating climate tragedy. Unpublished paper available at http://insight.cumbria.ac.uk/id/eprint/4166/
  3. Kingsnorth, P., & Hine, D. (2009). The dark mountain manifesto. Available here: http://dark-mountain. net/about/manifesto.

 

Education [EDST565A] – graduate students

  1. Shotwell, A. (2016). Against purity: Living ethically in compromised times. University of Minnesota Press.
  2. Andreotti, V. et al (2018) ‘Mobilising Different Conversations about Global Justice in Education: Toward Alternative Futures in Uncertain Times’, Policy & Practice: A Development Education Review, Vol. 26, Spring, pp. 9-41. https://www.developmenteducationreview.com/issue/issue-26/mobilising-different-conversations-about-global-justice-education-toward-alternative

Other recommended resources

  • Andreotti, V. et al (2018) ‘Mobilising Different Conversations about Global Justice in Education: Toward Alternative Futures in Uncertain Times’, Policy & Practice: A Development Education Review, Vol. 26, Spring, pp. 9-41
  • Armstrong, J. (2007). Native Perspectives on Sustainability: an interview. Available at http://www.nativeperspectives.net/Transcripts/Jeannette_Armstrong_interview.pdf
  • Atleo, M. R. (2006). The ancient Nuu-chah-nulth strategy of hahuulthi: Education for indigenous cultural survivance. International Journal of Environmental, Cultural, Economic and Social Sustainability, 2(1), 153-162.
  • Durie, M. (2014) The Koro and Makutu: https://www.youtube.com/watch?v=ypKwMUWSUt4
  • Grosfoguel, R. (2013). The structure of knowledge in westernized universities: Epistemic racism/sexism and the four genocides/epistemicides of the long 16th century. Human Architecture: Journal of the Sociology of Self-Knowledge, 11(1), 73-90.
  • Jones Brayboy, B. M., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.
  • McGregor, D. (2009). Honouring our relations: An Anishnaabe perspective. Speaking for ourselves: Environmental justice in Canada, 27, 27-41.
  • McIntosh, A. (2004). Soil and soul: People versus corporate power. Aurum Press Limited.
  • Sadler, H. (2007). Mātauranga Māori (Māori Epistemology). International Journal of the humanities, 4(10), 33-45.
  • Simpson, L. R. (2004). Anticolonial strategies for the recovery and maintenance of Indigenous knowledge. American Indian Quarterly, 373-384.
  • Whyte K (2017) What do Indigenous knowledges do for Indigenous peoples? In: Nelson MK, Shilling D (eds) Keepers of the green world: traditional ecological knowledge and sustainability. Cambridge University Press.
  • Whyte, K. P. (2013). On the role of traditional ecological knowledge as a collaborative concept: a philosophical study. Ecological processes, 2(1), 7.