A history of Indigenous languages -- and how to revitalize them

This article looks to Anishinaabe philosophy to examine the concept of holistic knowledge, and describes how educators can bring holistic ways of knowing, understanding, doing, and honoring into their classrooms on a practical level.

Here we see that immersion has a positive impact on young children’s self-esteem.

This article is a part of an extremely important study, which demonstrates that language immersion is a useful tool for language revitalization, and also has positive effects for children’s academic and social development.

Here we describe how kindergartners who arrive at school with little to no knowledge of Anishinaabemowin gain moderate fluency by the end of their second year.

This article is a part of an extremely important study, which demonstrates that language immersion is a useful tool for language revitalization, and also has positive effects for children’s academic and social development.

Here we discuss the common concern that immersion learning will have a negative impact on children’s English language and academic development, and demonstrate that while there may be a slight delay as children get used to learning in their second language, immersion allows them to catch up and develop on par with English-medium peers, while developing fluency in their second language.

This article is a part of an extremely important study, which demonstrates that language immersion is a useful tool for language revitalization, and also has positive effects for children’s academic and social development.

In this book chapter, I examine how Indigenous education experts in Catholic schools can work to incorporate Indigenous culture and spirituality into a Catholic learning environment. This presents challenges, including difficult encounters with the Catholic Church’s involvement with residential schools, as well as opportunities to bring Indigeneity into an education environment where spirituality is already present.

In this book chapter, we explore the history of Indigenous education in Canada, from pre-contact formal and informal education, through the colonial period and the residential school era, to the modern day where Indigenous communities are taking control of the education of their children. We look particularly at the role of policy and the role of teacher education programs in the development of Indigenous education, and discuss the role of teacher education for Indigenous self-determination moving forward.

In this article, Morcom and colleague Kate Freeman explore how Anishinaabe teachings, as expressed through the Anishinaabemowin language, guide their work in developing new teachers to teach for and about Indigenous people. The focus is particularly on how non-Indigenous teachers can work to be allies to Indigenous people and teach for reconciliation.

In this special issue of the Canadian Journal of Native Education, authors from multiple disciplines explore what post-secondary teachers can do to teach for reconciliation in their classrooms, what benefits they see when they do, and what challenges they encounter along the way.