This book provides a comprehensive approach to the perspectives, lived experiences, and socio-cultural beliefs of Indigenous scholars regarding disabilities through a distinctions-based approach.
This book provides a comprehensive approach to the perspectives, lived experiences, and socio-cultural beliefs of Indigenous scholars regarding disabilities through a distinctions-based approach. Indigenous people demonstrate considerable knowledge in a multitude of capacities in spite of legal, monetary, social, economic, health, and political inequalities that they experience within from administrative authorities whether health, education, or governments.
By including various knowledge systems related to social-cultural, traditional governance, spirituality, educational, and self-representation within a communal understanding, the knowledge brought forth will be a combination of information from within/communal and outwards/infusion by Indigenous teachers, scholars, academics, and professionals who aim to combat the negative effects of disability labels and policies that have regulated Indigenous peoples.
Comprised of five sections:
- The power, wisdom, knowledge, and lived experiences of Elders
- Reframing the narrative – Navigating self-representation
- Learning from within – Including traditional knowledge
- Challenging colonial authority – Infusing regional ideals and concepts
- Interpretations, narratives, and lived experiences of grassroots teachers and social service providers
It will be an asset to those who seek out a deeper understanding of the complexity of Indigenous people and their knowledge, including anyone who deals with predominantly non-Indigenous mindsets and barriers to education.
Courses on disability studies, Indigenous studies, social work, health, education, and development studies will all benefit from this book.
0.Introduction. Part I The power, wisdom, knowledge, and lived
experiences of Elders. 1.The colonial education system Teaching Indigenous
children with learning differences. 2.St. Anne's Indian Residential School
How labelling contributed to disabilities. 3.Interpreting Disabilities from a
Mohawk Perspective: Elder Guidance when navigating the dreamworld.
4.Disability Interpretation from colonial insight to Indigenous spirituality:
A Ihanktonwan Dakota and Chickasaw realization. 5.An Eskimos lived
experience of disabilities Elder, advocate, leader, and dialogue builder.
6.Perspectives of disability in the Yukpa Peoples of Venezuela and Colombia
from an Indigenous psychological perspective. Part II Reframing the
narrative Navigating self- representation. 7.To see or not to see: Am I
blind or is that just another colonial label. 8.Reframing the narrative
navigating self-representation: Indigenous Deaf people. 9.Neurodiversity from
an Indigenous perspective: Honouring the Seven Grandfather Teachings.
10.Navigating my Indigeneity through colonialism and how disabilities
impacted my knowledge systems: A Muiscas and Teusacá experience.
11.Navigating Disabilities from a Mauritius Perspective. 12.Reframing the
narratives of Indigenous person with disabilities and creating inclusive
spaces through advocacy. 13.Old meets new Moving forward with the colonial
mindset of disability A Kabyle perspective. Part III Learning from within
Including traditional knowledge. 14.The importance of Indigenous sign
languages on the cultural empowerment of Deaf Indigenous people. 15.Learning
from traditional knowledge: Basotho Indigenous epistemology of disability.
16.Half Man of Spring Bayou: Understanding and living with mild Cerebral
Palsy through traditional Indigenous knowledge. 17.The strength, wisdom, and
resilience of traditional knowledge as a cultural approach to modern day
living in Northern Canada an Inuk perspective. 18.From linguistic disability
to linguistic diversity case studies of Taiwanese Indigenous peoples.
19.Mushi and Muhavu beliefs, understandings, teachings, and traditional
knowledge of disabilities. 20.Language structure or a language-based
disability (dyslexia) how natural learning contributed to being disabled.
Part IV - Challenging colonial authority Infusing regional ideals and
concepts. 21.Disability support for Indigenous people: The Sweetgrass Method.
22.Indigenous Peoples with Disabilities in Taiwan: The Experiences of Paiwan
People. 23.Difference wisdom: Reimagining disability dialogue. 24.The birth
and care of Määt Jääy in a context of structural violence, disability in a
Mixe town in Oaxaca. 25.We belong to you, but you dont represent us a
Javanese (Indonesian) experience of disabilities. 26.Understanding Indigenous
disabilities: A cultural perspective of Indigenous Pashtun community.
27.Intersectionalities of Indigenous Disabilities: Breaking down colonial
barriers. Part V - Interpretations, narratives, and lived experiences of
grassroots teachers and social service providers. 28.Disabilities in Uganda:
Understanding community challenges and barriers. 29.Disabilities in Malawi: A
cultural and social perspective as influenced by colonialism. 30.Societys
manner towards disabilities: A perspective from India. 31.Taking Care of
Disability People in Kenya. 32.Conditions of disabilities in Uganda.
33.Weaving a Human-Centric tapestry: A Rwandan perspective. x.Conclusion
John T. Ward is a Métis and Non-Status Indian from the Algonquin territory of Kitchisibi. His specialization is Indigenous wholistic knowledge, ethics, disabilities, learning disabilities, and dyslexia among Indigenous people in Canada. He also works as a special advisor in disability and Indigenous knowledge in the Government of Canada.
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