Lyon, Louise C, and John W Friesen. Culture Change and Education: A Study of Indian and Non-Indian Views in Southern Alberta. New York: Associated Educational Services, 1969.
Lyon and Friesen’s book explores the broad framework of the cultural changes that took place in Southern Alberta in relation to Aboriginal culture, evaluating how these changes were perceived and understood. They look more closely at how this impacted education and conversely how education impacted the understanding of the changes taking place. I will also use this book as a comparison for the changes that are currently taking place within the education system regarding decolonization and how anthropology has played a role in this.
Fisher, A. D. 1998. “Anthropology and Education in Canada, the Early Years (1850-1970).” Anthropology & Education Quarterly 29 (1): 89–102.Fisher, A. D. 1998. “Anthropology and Education in Canada, the Early Years (1850-1970).” 29 (1): 89–102.
In this article, Fisher contrasts Canadian and American anthropology and education in the early years of their development. Fisher looks at the specific stages each has gone through and how they have each influenced education. As well, Fisher discusses residential schools and the role anthropology played in the introduction and the abolishment of the schools. To decolonize Canadian anthropology, we must be able to accept and understand the negative aspects of the discipline in its early years. This article will help to demonstrate how anthropology and education have evolved together.
Macias, Jose. 1996. “Racial and Ethnic Exclusion: A Problem for Anthropology and Education.” Anthropology & Education Quarterly 27 (2): 141–50.
Macias discusses the reaction of educational anthropologists to the 1994 referendum in California regarding the education of the children of illegal immigrants. He examines how the rise in xenophobia, racism, ethnic cleansings, and antisemitism are affecting children’s right to education. Macias argues that anthropologists should be studying the patterns of ethnic exclusion and publicly advocating against it. Again, this demonstrates anthropologists’ role in education.
Munroe, Elizabeth Ann, Lisa Lunney-Borden, Anne Murray-Orr, Denise Toney, and Jane Meader. 2013. “Decolonizing Aboriginal Education in the 21st Century.” Mcgill Journal of Education 48 (2): 317–37.
In this article, the authors discuss Indigenous ways of knowing and the learning movement of the 21st century. They combine the two systems of knowledge to put forth recommendations for the decolonizing of Aboriginal education. The authors are of Indigenous heritage and use this background as well as their education to provide an anthropological analysis. This article is an excellent example of how decolonizing Canadian anthropology can influence and be influenced by education its decolonization.
Aikenhead, Glen S, and Dean Elliott. 2010. “An Emerging Decolonizing Science Education in Canada.” Canadian Journal of Science, Mathematics and Technology Education10 (4): 321–38. doi:10.1080/14926156.2010.524967.
The focus of this article is how Indigenous knowledge has been incorporated into the science curriculum in Saskatchewan, promoting the decolonization of Canadian education. The research for the construction was undertaken in collaboration with Indigenous communities and textbook publishers. While this article does not directly involve anthropologists, the ideas behind the article and the incorporation of traditional teachings into science can also be used in other subject areas, and provide examples of Indigenous communities being involved in the collection and dissemination of knowledge.
Mills, David, Missy Morton, and British Educational Research Association. 2013. Ethnography in Education. Research Methods in Education. Los Angeles: SAGE.
This book by Mills and Morton discusses the different methods used to create ethnographies and how to incorporate ethnographic research into education. Mills and Morton thoroughly explore how to write engaging ethnographies for audiences other than academics. They also discuss the relationship between political agendas, such as decolonization, and scholarly research. The advice given in this book is an excellent example of how fieldwork can be conducted within Canada and how that information can be used in public education.
WANE, NJOKI NATHANI. 2009. “Indigenous Education and Cultural Resistance: A Decolonizing Project.” Curriculum Inquiry 39 (1): 159–78. doi:10.1111/j.1467-873X.2008.01443.x.
In this article Wane discusses different schools on curriculum construction and how many different voices need to be heard in the process. As well, Wane explores several different educational reforms that have taken place over the last several decades and have played a role in the decolonization of education. Wane also looks at what decolonization is and how it can take place. This portion of the article provides examples of the decolonization process that can be implemented into anthropological study. study.