Spotlight on Indigenous and Indigenous-Focused Presses

Based on personal experience, James (Sa'ke'j) Youngblood Henderson documents the generation-long struggle that led ultimately to the adoption of the Declaration of the Rights of Indigenous Peoples by the United Nations General Assembly. Henderson puts the Declaration and the struggles of Indigenous peoples in a wider context, outlining the rise of international law and how it was shaped by European ideas, the rise of the United Nations, and post-World War II agreements focusing on human rights.

In 1867, Canada's federal government became responsible for the education of Indigenous peoples: Status Indians and some Métis would attend schools on reserves; non-Status Indians and some Métis would attend provincial schools. The chapters in this collection - some reflective, some piercing, all of them insightful - show that this system set the stage for decades of broken promises and misguided experiments that are only now being rectified in the spirit of truth and reconciliation. The contributors individually explore what must change in order to work toward reconciliation; collectively, they reveal the possibilities and challenges associated with incorporating Traditional Knowledge and Indigenous teaching and healing practices into school courses and programs.