S’TENISTOLW: Moving Indigenous Education Forward

Edited By: Todd Ormiston, Jacquie Green, & Kelly Aguirre

28.00USD

S’TENISTOLW is a SENĆOŦEN term referencing the concept of ‘moving forward’. This book highlights both the doing and being of Indigenous education. Authors share their knowledge on the themes of the most recent S’TENISTOLW conference: Land-Based Learning; Supporting Learners; Indigenization; and Strengthening Alliances. Keynote addresses by renowned Indigenous scholars Gregory Cajete, Graham Hingangaroa Smith, Linda Tuhiwai Smith and Kathy Absolon are intertwined throughout the book.

  • ISBN: 978-1-926476-28-5
    Price: 28.00
    Binding: Paperback
    Date: March 2020
    Rights: World
    Pages: 166
    Size: 6”x9”

  • Table of Contents

    FIGURES

    Opening Words
    Elders/Old Ones May and Skip Sam

    Acknowledgements
    About the Cover
    Table of Contents

    Foreword:
    S’TENISTOLW
    Verna Billy-Minnabarriet

    Introduction:
    The Story of S’TENISTOLW “To Walk or Move Forward”
    Todd Ormiston, Janice Simcoe, and Kelly Aguirre

    PART I: INDIGENOUS PEDAGOGIES
    Keynote Speaker
    Bringing into the Sunlight After a Great Eclipse: Indigenous Pathway to Knowledge and Community
    Gregory Cajete

    LAND and COMMUNITY-BASED EDUCATION
    QĆÁSET Culture Camp: Developing Pathways to Strengthen Spiritual Renewal within Post Secondary Educational Institutions
    Naadli (Todd Ormiston) with Mookaasige (Richard Spearman)

    SḰÁLs TŦE TEṈEW TŦE SḰÁȽTE (Our Language is the Voice of the Land): Land and Language-Based Learning and Teaching
    Nicholas XEMŦOLTW Claxton and STOLȻEȽ John Elliott Sr.

    SUPPORTING LEARNER ENGAGEMENT
    Keynote Speaker
    Critical Indigenous Pedagogies that Support Being and Doing Indigeneity
    Linda Tuhiwai Smith

    Noosa – A Haisla Paradigm of Sacred Storying Practices for (Re)Searching
    Teachings shared by glasttowk askq Ray Green and bakk jus moojillth, Mary Green and written by Kundoqk, Jacquie Green

    Approaching a Turn: Indigenous Access, Equity, and Belonging in Post- Secondary STEM (Science, Technology, Engineering and Mathematics) Spaces
    Sandy Marie Bonny

    PART 2: RELATIONALITY AND LIVING OUR COLLECTIVE VALUES

    PRACTICING INDIGENIZATION
    Keynote Speaker
    Being and Doing: Teachings of the Land
    Kathy Absolon

    The Community is Our Classroom: A Story of Nurses Living and Learning with First Nations
    Evelyn Voyageur and Joanna Fraser

    Walking Together: Indigenous and Black Perspectives on Decolonizing Education
    V.C. Rhonda Hackett, Amoaba Gooden, Billie Allan, and Devi Mucina

    The Practice of Goodness: An Ethical Approach to Indigenization Vancouver Island University
    Sharon Hobenshield

    Being Human: Indigenization in Practice
    Dianne Biin and Janice Simcoe

    STRENGTHENING ALLIANCES
    Keynote Speaker
    Transforming Practice from Discourse to Enactment: Show Me the Blisters on Your Hands.
    Graham Smith

    Moving Forward
    Closing Plenary Panel
    S’TENISTOLW

    Closing Words
    Elder, Alex Nelson

    Contributing Authors / Editors

  • Todd Ormiston, Jacquie Green, & Kelly Aguirre

    Naadli (Todd) Ormiston EdD, is Northern Tutchone/ Tlingit from Yukon and Alas­ka. He has worked for the past 18 years at Camosun College and is current­ly the Chair of Indigenous Education and Community Connections. He sees learning as “a lifelong process whereby instructors have an important role to play in ensuring that teaching is not only an obligation but also a form of liberation.” Naadli’s doctoral dissertation was an examination of Indigenous leadership pedagogies in higher education where he conducted a case study through the University of Victoria.

    Kundoqk (Jacquie Green) PhD, is from the Haisla Nation, northwestern Can­ada. She is the Director in the School of Social Work at the University of Victoria. Her scholarship is em­bedded in Indigenous and Anti Oppressive knowledge and philosophies, thus looking at histories, identities, place and language through storytelling. Her pedagogy includes methods to center marginalized groups, peoples and com­munities and is inclusive of Indigenous livelihoods. She focuses her research, writing and teaching to Include critical theories to inform Indigenous and so­cial justice epistemologies, pedagogies and philosophies.

    Kelly Aguirre PhD, is Nahua mestiza born in Mexico City Tenochtitlán and raised in Treaty 1 Anishnaabe, Cree and Métis homelands, Winnipeg MB. She holds an MA in Politics from the University of Manitoba and is a recent PhD grad­uate in Political Science at the University of Victoria. Her work is located at the intersections of political theory scholarship, methodological ethics and storytelling principles. Kelly was the Coordinator of the 2017 S’TENISTOLW Conference and is currently a sessional instructor in Indigenous Studies at Camosun College and Political Science at the University of Victoria.

  • This book is like a visit home, to talk with the wisest people you know on your reserve or in your neighbourhood. There is an intimacy in how each author shares their own stories of hope, insight and resilience. You will be nourished, strengthened, and inspired. You may be even gently chastised as you read about how Indigenous ways of learning are gaining ground in the educational settings around us. If you enjoy such visits you will treasure this book.

    John Borrows, PhD

    Canada Research Chair in Indigenous Law
    University of Victoria

    S’TENISTOLW is a wonderful feast of stories, experiences, teachings, and approaches of educational and community leaders involved in Indigenous post-secondary education. Practitioners-scholars-leaders receive gifts of hope, inspiration, and transforming potential to live Indigenous education in good ways through innovative Indigenous pedagogies, relational theories, authentic community and land-based programs, and critical engagement.

    Jo-Ann Archibald, PhD

    Professor of Educational Studies
    University of British Columbia

    I can’t wait to share this book! It offers timely and pivotal insights from leading theorists and practitioners about the transformational project of “Indigenizing” the academy and other institutions. I’m sure it will serve educators, students and community members alike as we think through complex questions of transformative, Indigenous knowledge production and education.

    Kim Anderson, PhD

    Canada Research Chair in Indigenous Relationships
    University of Guelph