Indigenous and Trans-Systemic Knowledge Systems (ᐃᐣdᐃgᐁᓅᐢ ᐠᓄᐤᐪᐁdgᐁ ᐊᐣd ᐟᕒᐊᐣᐢᐢᐩᐢᑌᒥᐨ ᐠᓄᐤᐪᐁdgᐁ ᐢᐩᐢᑌᒼᐢ)
Keywords:Indigenous Knowledge, Trans-systemic Knowledge Systems, Eurocentric knowledge systems
This special issue addressing the theme of “Indigenous and Trans-Systemic Knowledge Systems” seeks to expand the existing methods, approaches, and conceptual understandings of Indigenous Knowledges to create new awareness, new explorations, and new inspirations across other knowledge systems. Typically, these have arisen and have been published through the western disciplinary traditions in interaction and engagement with diverse Indigenous Knowledge systems. Written by Indigenous and non-Indigenous scholars, and in collaborations, the contributions to this issue feature the research, study, or active exploration of applied methods or approaches from and with Indigenous Knowledge systems as scholarly inquiry, as well as practical communally-activated knowledge. These engagements between Eurocentric and Indigenous Knowledges have generated unique advancements dealing with dynamic systems that are constantly being animated and reformulated in various fields of life and experiences. While these varied applications abound, the essays in this issue explore the theme largely through scholarly research or applied pedagogies within conventional schools and universities. The engagement of these distinct knowledge systems has also generated reflective, immersive, and transactional explorations of how to foster well-being and recovery from colonialism in Indigenous community contexts.
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curriculum [Unpublished doctoral dissertation]. International College.
Davidson, S.F., & Davidson, R. (2018). Potlatch as pedagogy: Learning through ceremony. Portage and Main Press.
Donald, D. (2012). Indigenous métissage: A decolonizing research sensibility. International Journal for Qualitative Studies in Education, 25 (5), 335-355.
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Eastman, C. [Ohiyesa] (2010). Living in two worlds: The American Indian experience (M. Oren Fitzgerald, Ed.). World Wisdom.
Emerich, Y. (2017). Concepts and words: A transsystemic approach to the study of law between law and language. Revue juridique Thémis de l’Université de Montréal 51(2&3), 591-624.
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Kawagley, A.O. (1995). A Yupiaq worldview: A pathway to ecology and spirit. Waveland Press.
Kasirer, N. (2019). Legal education as métissage. Tulane Law Review. 78(2), 481-501.
Little Bear, L. (2000). Jagged worldviews colliding. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 77-83). University of British Columbia.
Macdonald, R.A., & MacLean, J. (2005). No toilets in park. McGill Law Journal, 50(4), 721-787.
Nicholson, A., Spiller, C., & Pio, E. (2019). Ambicultural governance: Harmonizing Indigenous and western approaches. Journal of Management Inquiry, 28(1), 31–47.
Smith, G. H. (1997). Kaupapa Maori theory and praxis [Unpublished doctoral dissertation]. University of Auckland.
Smith, L. T. (1999/2013). Decolonizing methodologies: Research and Indigenous Peoples. Zed Books.
Styres, S. (2017). Pathways for remembering and recognizing Indigenous thought in education: Philosophies of Iethi’nihsténha Ohwentsia’kékha (Land). University of Toronto Press.
Sylliboy, M. (2019). Kiskajeyi - I AM READY: A hermeneutic exploration of Mi’kmaq komqwejwi’kasikl.Rebel Mountain Press.
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Wilson, S. (2008). Research is ceremony: Indigenous research methods. Fernwood.
Wilson, S., Breen, A.V., & DuPré, L. (Eds.) (2019). Unsettling ways of knowing through Indigenous relationships. Canadian Scholars.
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