Indigenous Paradigm

Bartlett, C., Marshall, M., & Marshall, A. (2012). Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together Indigenous and mainstream Knowledges and Ways of Knowing. Journal of Environmental Studies and Sciences, 2(4), 331-340. https://doi.org/10.1007/s13412-012-0086-8 

Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. UBC Press. https://www.ubcpress.ca/decolonizing-education 

Bopp, M., Brown, L., & Robb, J. (n.d.). Reconciliation within the academy: Why is Indigenization so difficult? 1-10. www.fourworlds.ca/pdf_downloads/Reconciliation_within_the_Academy_Final.pdf 

Dei. G. (2019). An Indigenous Africentric perspective on Black leadership. In T. Kitossa, E.S. Lawson, & P Howard (Eds.), African Canadian Leadership (pp. 345-369). University of Toronto Press. https://doi.org/10.3.138/9781487531409 

Fallon, G. & Paquette, J. (2017). Rethinking conceptions of First Nations educational leadership and ethics. In D. Burgess and P. Newton (Eds.), Educational administration and leadership-theoretical Foundations (pp. 218-240). Routledge. https://doi.org/10.1108/JEA-10-2012-0115 

Fitzgerald, T. (2006). Walking between two worlds: Indigenous women and educational leadership. Educational Management, Administration, and Leadership, 34(2), 201-213. https://journals.sagepub.com/doi/10.1177/1741143206062494 

Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218–227. https://doi.org/10.1177/1177180118785382 

Hare, J. (2004). The beat the drum for me. Education Canada, 44(4), 17-21. https://www.edcan.ca/articles/they-beat-the-drum-for-me/ 

Hatcher, A., Bartlett, C., Marshall, A., & Marshall, M. (2009). Two-Eyed Seeing in the classroom environment: Concepts, approaches, and challenges. Canadian Journal of Science, Mathematics and Technology Education, 9(3), 141. https://www.tandfonline.com/doi/full/10.1080/14926150903118342 

Houge, M. M., (2016). Aboriginal ways of knowing and learning, 21st century learners, and STEM success. In Education, 22(1), 161-172. https://journals.uregina.ca/ineducation/article/view/263 

Iseke, J. & Brennus, B. (2011). Learning life lessons from Indigenous storytelling with Tom McCallum. In G.J.S. Die (ed.) Indigenous philosophies and critical education (pp. 245-261). Peter Lang. https://www.jstor.org/stable/42980900 

Iwama, M., Marshall, M., Marshall, A., & Bartlett, C. (2009). Two-Eyed Seeing and the language of healing in community-based research. Canadian Journal of Native Education, 32(2), 3-23,117. https://ojs.library.ubc.ca/index.php/CJNE/article/view/196493 

Khalifa, M. A., Khalil, D., Marsh, T.E. J., & Halloran, C. (2019). Toward an Indigenous, decolonizing school leadership: A literature review. Educational Administration Quarterly, 55(4), 571-614. https://journals.sagepub.com/doi/10.1177/0013161X18809348 

Kirkness, V. J., & Barnhardt, R. (2016). First Nations and higher education: The four R’s–Respect, relevance, reciprocity, responsibility. Journal of College and University Student Housing, 42(2), 94-109. https://www.unbc.ca/sites/default/files/sections/indigenous-resource-dati/kirkness-firstnationshigher-1991.pdf 

Kovach, M. (2021). Indigenous methodologies: Characteristics, conversations, and contexts. University of Toronto Press, Scholarly Publishing Division.

LeMay, R. (2025). Ally is a verb: A guide to reconciliation with Indigenous Peoples. Page Two. https://www.goodminds.com/products/ally-is-a-verb-a-guide-to-reconciliation-with-indigenous-peoples 

Louie, D.W. (2024). Barriers to engaging with reconciliation in Canadian education: Confusing colonial and western knowledge. Canadian Journal of Education, 47(2), p. 446-491. https://id.erudit.org/iderudit/113859ar 

Martin, K. J., & Garrett, J. J. (2010). Teaching and learning with traditional Indigenous Knowledge in the Tall Grass Plains. The Canadian Journal of Native Studies, 30(2), 289-314. https://cjns.brandonu.ca/wp-content/uploads/30-2-04martin.pdf 

McConnell Foundation. (n.d.). Building social infrastructure: Two-Eyed Seeing and the role of Elders. McConnell Foundation. https://www.mcconnellfoundation.ca/wp-content/uploads/2019/04/MCC-Elders_Final_En_2019-03_LoRes.pdf 

Miller, P., Wills, N., & Scanlan, M. (2013). Educational leadership on the social frontier: Developing promise neighborhoods in urban and tribal Settings. Educational Administration Quarterly, 49(4), 543-575. http://dx.doi.org.proxy1.lib.uwo.ca/10.1177/0013161X12471531 

Morcom, L., & Freeman, K. (2018). Niinwi – Kiinwa – Kiinwi: Building non-Indigenous allies in education through Indigenous Pedagogy. Canadian Journal of Education, 41(3), 808-833. https://cje-rce.ca/index.php/cje-rce/article/view/3344 

Munroe, E. A., Borden, L. L., Murray Orr, A., Toney, D., & Meader, J. (2013). Decolonizing Aboriginal education in the 21st century. McGill Journal of Education, 48(2), 317–337. https://doi.org/10.7202/1020974ar 

Osmond-Johnson, P., & Turner, P. (2020). Navigating the “ethical space” of Truth and Reconciliation: Non-Indigenous school principals in Saskatchewan. Curriculum Inquiry, 50(1), 54-77. https://doi.org/10.1080/03626784.2020.1715205 

Peltier, C. (2018). An application of Two-Eyed Seeing: Indigenous research methods with participatory action research. International Journal of Qualitative Methods, 17(1), https://journals.sagepub.com/doi/epub/10.1177/1609406918812346 

Pidgeon, M. (2015). More than a checklist: Meaningful Indigenous inclusion in higher education. Social Inclusion, 4(1), 77-91. https://www.cogitatiopress.com/socialinclusion/article/view/436 

Pidgeon, M., Archibald, J., & Hawkey, C. (2014). Relationships matter: Supporting Aboriginal graduate students in British Columbia, Canada. Canadian Journal of Higher Education, 44(1), 1-21. https://www.cjhe-rces.ca/cjhe/index.php/cjhe/article/view/2311 

Quinn, A. L. (2022). Experiences and well-being among Indigenous former youth in care within Canada. Child Abuse & Neglect, 123(1). https://www.sciencedirect.com/science/article/abs/pii/S0145213421004646 

Ragoonaden, K., & Mueller, L. (2017). Culturally responsive pedagogy: Indigenizing curriculum. The Canadian Journal of Higher Education, 47(2), 22-46.   https://www.cjhe-rces.ca/cjhe/index.php/cjhe/article/view/187963 

Stein, S., Andreotti, V., Susa, R., Amsler, S., Hunt, D., Ahenakew, C., Kimmy, E.,, Cajkova, t., Vally, W., Cardoso, C., Siwek, D., Pitaquary, B., D’Emilia, D., Pataxo, U., Calhoun, B., & Okano, H. (2020). Gesturing towards decolonial futures. Nordic Journal of Comparative and International Education, 4(1). https://doi.org/10.7577/njcie.3518 

Styres, S.D. (2017). Pathways for remembering and recognizing Indigenous thought in education: Philosophies of iethi’nihstenha ohwentsia’kekha (land). University of Toronto Press. https://www.researchgate.net/publication/317589403_Pathways_for_Remembering_and_Recognizing_Indigenous_Thought_In_Education_Philosophies_of_Iethi%27nihstenha_Ohwentsia%27kekha_Land 

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1-40. https://clas.osu.edu/sites/clas.osu.edu/files/Tuck%20and%20Yang%202012%20Decolonization%20is%20not%20a%20metaphor.pdf 

Vukic, A., Gregory, D., Martin-Misener, R., & Etowa, J. (2016). Perspectives for conducting Indigenous qualitative research from a project exploring Mi’kmaw youth mental health. Journal of Ethnographic & Qualitative Research, 10(3), 209-229. https://www.studocu.com/en-ca/document/university-of-saskatchewan/methods-of-social-research/soc232mod07-perspectives-for-conducting/54102315