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Yokum Brotherhood
This is book of poems that express my feelings at the time they are written. I get the subjects for my poems from the sounds of nature that I hear, from words I hear on the radio and see on TV and other places and things. My poetry is simple, I hope easy to read and expressive and it makes sense. I write for future generations, for my children and my grandson. I hope they will enjoy my poems for many years to come. That also goes for all of you out there.
Making the Spirit Dance Within
A Note on the Title the hoop dancer Acknowledgements Introduction Chapter 1 The Sacred Circle: Spirituality and Joe Duquette High School Chapter 2 Overview of the School: A Healing Place Chapter 3 View from the Past: Saskatoon Native Survival School Chapter 4 Into the School and the Classrooms: "Everything is Interconnected" Chapter 5 The Students: "Respect is The Number One Rule" Chapter 6 The Staff: Working Within the Four Directions Chapter 7 The Parent Council: "Keepers of the Vision" Study Notes Bibliography Contributors
Process Thought and Roman Catholicism
This collection of essays explores convergences and divergences between process thought and Roman Catholicism with the goal of identifying reasons for why process philosophy and theology has not had the same impact in Roman Catholic circles as in Protestantism, and of constructively navigating avenues of promising engagement between Process thought and Roman Catholicism. In creatively considering the Roman Catholic tradition from the vantage point of Process thought, different theoretical perspectives are brought to bear on Catholic characteristics of historical theology, fundamental theology, systematic theology, moral theology, social justice, and theology of religions. While the contributors draw upon a broad range of resources from the disciplines of the physical and social sciences, philosophy, and ethics from a process perspective, the primary methodology employed is theological reflection.
Heritage Languages
In this book the authors decry the creation of a version of Canadian identity that actively discourages the cultivation of many of its citizens' languages. If multilingualism is regarded as a valuable asset both for the individual and for society, then why do so many Canadians vehemently oppose the teaching of heritage languages? Why do many parents who demand that their children be given the opportunity to become bilingual in French and English protest angrily at the fact that their tax dollars are being used to teach the languages of immigrant children? Why is it appropriate to promote multilingualism in private schools but not in the public school system? Is multilingualism good for the rich but bad for the poor? Heritage Languages examines the difficulties experienced integrating heritage languages into official curricula, and the successful efforts to teach Ukrainian, Italian, Hebrew, ASL, Portuguese and Punjabi in Canadian classrooms. An Our Schools/Our Selves book.
Curriculum Development in the Postmodern Era
This landmark text was one of the first to introduce and analyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970s and 1980s. This new edition brings readers up to date on the major research themes (postmodernism,ecological, hermeneutics, aesthetics and arts-based research, race, class, gender, sexuality, and classroom practices) within the historical development of the field from the 1950s to the present. Like the previous editions, it is unique in providing a comprehensive overview in a relatively short and highly accessible text. Provocative and powerful narratives (both biography and autoethnography) throughout invite readers...
Braiding Histories
This book proposes a new pedagogy for addressing Aboriginal subject material, shifting the focus from an essentializing or “othering” exploration of the attributes of Aboriginal peoples to a focus on historical experiences that inform our understanding of contemporary relationships between Aboriginal and non-Aboriginal peoples. Reflecting on the process of writing a series of stories, Dion takes up questions of (re)presenting the lived experiences of Aboriginal people in the service of pedagogy. Investigating what happened when the stories were taken up in history classrooms, she illustrates how our investments in particular identities structure how we hear and what we are “willing to know.”
