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Teaching Where You Are
Teaching Where You Are offers a guide for non-Indigenous educators to work in good ways with Indigenous students and provides resources across curricular areas to support all students. In this book, two seasoned educators, one Indigenous and one settler, bring to bear their years of experience teaching in elementary, secondary, and post-secondary contexts to explore the ways in which Indigenous and Slow approaches to teaching and learning mirror and complement one another. Using the holistic framework of the Medicine Wheel, Shannon Leddy and Lorrie Miller illustrate the ways in which interdisciplinary thinking, a focus on experiential learning, and the thoughtful application of the 4Rs – R...
Local, Slow and Sustainable Fashion
This book explores the importance of the agriculturally-based fiber and textile industry, and how local, small-scale operations and markets, coupled with a connection to soil health, can lead the way to new transformative changes. It draws on a four-year research project on Norwegian wool, as well as similar studies in Poland and Portugal. It also explores the role of women and the Indigenous perspective: in Europe this will constitute Sami and Inuit, in Northern America the Inuit and First Nations in Canada, along with Native Americans. Born out of academic interest in the slow food movement, the importance of local raw materials has been put under the spotlight in recent years. Meanwhile, ...
Identity Landscapes
Beginning from the notion that self is constructed, contributors in Identity Landscapes: Contemplating Place and the Construction of Self are particularly interested in how relationships with place inform identity development. Locating identity inquiry in methodologies that encourage an explicit examination of self (e.g. autoethnography, self-study, autobiographical inquiry, a/r/tography, and reflexive inquiry), authors situate themselves epistemologically and geographically as they explore where place and identity converge. Through critical, qualitative, creative, and arts-integrated approaches, this collection aims to advance thought regarding the myriad ways that place informs identity development.
Expanding Environmental Awareness in Education Through the Arts
This book presents diverse processes of crafting that bring humans, more than-humans and the environment closer to one another and, by doing so, addresses personal and educational developments towards ecological awareness. It discusses the human-material relationship, introduces posthuman theoretical entry points and reflects on the implementation of such theoretical perspectives in education. The practical examples of crafting-with the environment, the material practices and reflections posed in the book, provide insights into possible ways of levelling out human and material hierarchies. The chapters of this book give examples of artists' and crafts people's processes of thinking through m...
Re/centring Lives and Lived Experience in Education
Through critical, qualitative, creative, and arts-integrated approaches, this collection explores the co-curricular capacity of lived experience to re/centre human being in education.
Borderless Higher Education for Refugees
Higher education is increasingly recognized as crucial for the livelihoods of refugees and displaced populations caught in emergencies and protracted crises, to enable them to engage in contemporary, knowledge-based, global society. This book tells the story of the Borderless Higher Education for Refugees (BHER) project which delivers tuition-free university degree programs into two of the largest protracted refugee camps in the world, Dadaab and Kakuma in Kenya. Combining a human rights approaches, critical humanitarianism and a concern with gender relations and intersecting inequalities, the book proposes that higher education can provide refugees with the possibility of staying put or returning home with dignity. Written by academics based in Canada, Kenya, Somalia and the USA, as well as NGO workers and students from the camps, the book demonstrates how North-South and South-South collaborations are possible and indeed productive.
Finley L. Underwood and Mahala Dowden
Finley Lucky Underwood (1814-1893) was born in Henry County, Missouri, the son of John and Nancy Blackburn Underwood. He married Mahala Dowden (1817-1878), daughter of Nathaniel and Agnes (Nancy) McLane Dowden, in 1834 in Shelby County, Kentucky. They had twelve children, 1836-1860. They family migrated from Shelby County, Kentucky, to Boone County, Indiana, in 1839; and to Lawrence County, Missouri, in 1857. He married 2) Mary J. Coffinberry Cole (1846- 1918), widow of Alexander Cole, in 1879 in Jasper County, Missouri. They had three children, 1880-1882. Finley and Mahala Underwood are buried at Salem Cemetery, Mt. Vernon, Missouri. Descendants listed lived in Missouri, Indiana, California, Utah, and elsewhere.
