Indigenous scholars have been gathering, speaking, and writing about Indigenous knowledge for decades. These knowledges are grounded in ancient traditions and very old pedagogies that have been woven with the tangled strings and chipped beads of colonial relations.

Pathways for Remembering and Recognizing Indigenous Thought in Education is an exploration into some of the shared cross-cultural themes that inform and shape Indigenous thought and Indigenous educational philosophy. These philosophies generate tensions, challenges, and contradictions that can become very tangled and messy when considered within the context of current educational systems that reinforce colonial power relations. Sandra D. Styres shows how Indigenous thought can inform decolonizing approaches in education as well as the possibilities for truly transformative teaching practices. This book offers new pathways for remembering, conceptualizing and understanding these ancient knowledges and philosophies within a twenty-first century educational context.

Sandra Styres is of Kanien'kehá:ka (Mohawk), English and French descent and resides on Six Nations of the Grand River Territory. She is an Assistant Professor of Indigenous Education with the Department of Curriculum, Teaching, and Learning at OISE, University of Toronto. Her research interests specifically focus on Indigenous Land-centred philosophies and education.

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