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A recognition of being: Reconstructing native womanhood. Toronto, ON: Canadian Scholars’ Press.Īnderson, K. Strega (Eds.), Research as resistance: Critical, Indigenous and anti-oppressive approaches (pp. “Putting ourselves forward: Location in Aboriginal research.” In L. Black Point, NS: Fernwood Publishing.Ībsolon, K.E. First Peoples Child & Family Review, 5, 74-87.Ībsolon, K.E. Indigenous wholistic theory: A knowledge set for practice. In particular, metaphor, as a research tool, helps to further the understanding of IFS by acknowledging the harmony that can and should exist between food and nature.Ībsolon, K.E. The values of these methodologies are reflected in this research regarding IFS, and provide an important and appropriate context for this work. Indigenous research methodologies offer further insight into IFS studies, in part, through an epistemology centered on experiential knowledge, relational accountability, respect, and reciprocity. Thirty-two interviews were conducted across western Canada to better understand Indigenous food sovereignty practices. The philosophy of IFS is holistic in nature and sees food as encompassing all facets of being – the mental, emotional, spiritual, and intellectual. The Indigenous food sovereignty (IFS) movement offers insight into food-related challenges that confront Indigenous Peoples in Canada. Oxford, UK: Oxford University Press.Indigenous research, Indigenous food sovereignty, metaphor, traditional food Abstract Dickason, (Eds.), Visions of the heart: Canadian Aboriginal Issues, 4 th Edition (pp. Learning from Indigenous Knowledge in education. Leiden, The Netherlands: Koninlijke Brill Sense. The negotiated self: Employing reflexive inquiry to explore teacher identity. Responding aesthetically: Using artistic expression and dialogical reflection to transform adversity. Decolonizing research: Indigenous Storywork as methodology. Storywork ethics: Using the Storywork framework to guide ethical practices in educational research. Oxford, UK: Oxford University Press.ĭavidson, S. Starblanket, (Eds.), Visions of the heart: Canadian Aboriginal issues, 5 th Edition. Lyle (Ed.), Sister scholars: Untangling issues of identity as women in academe. The paper bag mask: On hiding, ceding, resisting, and claiming in the academy. Superdiversity and Teacher Education: Supporting Teachers in Working with Culturally, Linguistically, and Racially Diverse Students, Families, and Communities. Diversity as the norm: Teaching to and through superdiversity in post-secondary Indigenous education courses. Markides (Eds.), Brave work in Indigenous education. (2021) Pedagogical response: Reflections on content, perspectives, and pedagogies in Indigenous education courses.
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