The African Storybook (ASb) is a literacy initiative that provides openly licensed picture storybooks for early reading in the languages of Africa. Developed and hosted by Saide, the ASb has an interactive website that enables users to read, create, download, translate, and adapt stories. The initiative addresses the dire shortage of children’s storybooks in African languages, crucial for children’s literacy development.

Ever since there have been babies, there has been a need to carry those babies. The cradleboard is art meets science and function for parents and children. This unique design was made for easy transport and care of a child.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 4.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 6.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 1, part 1.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 1, part 2.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 2.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 5.

The Final Report of the Truth and Reconciliation Commission of Canada Volume 3.

Canadian History: Pre-Confederation is a survey text that introduces undergraduate students to important themes in North American history to 1867. It provides room for Aboriginal and European agendas and narratives, explores the connections between the territory that coalesces into the shape of modern Canada and the larger continent and world in which it operates, and engages with emergent issues in the field. The material is pursued in a largely chronological manner to the early 19th century, at which point social, economic, and political change are dissected. Canadian History: Pre-Confederation provides, as well, a reconnaissance of historical methodology and debates in the field, exercises for students, Key Terms and a Glossary, and section-by-section Key Points. Although this text can be modified, expanded, reduced, and reorganized to suit the needs of the instructor, it is organized so as to support learning, to broaden (and sometimes provoke) debate, and to engage students in thinking like historians. Written and reviewed by subject experts drawn from colleges and universities, this is the first open textbook on the topic of Canadian history.

This resource was created by Kim Francis in collaboration with Lynn Bowder as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning. 

This listening activity will allow students to spot the vocabulary of tourism they have already encountered and memorized during the previous part of the lesson and in their homework, but this time in an authentic document. In terms of intercultural competence, students will learn or expand their knowledge of tourism in Canada, and particularly in the province of Manitoba where thousands of people (including indigenous communities) speak French or a mixed language containing elements of French. Students will also have time to discuss and reflect on the role of tourism in the reconciliation process in Manitoba, in Canada in general, and in other countries/areas they may know about. 

Oftentimes, when we engage with the framework of decolonization, it comes from a very specific theoretical strand within the academy and does not include or interconnect with the lives of Indigenous Peoples, especially those who have survived and continue to survive genocide. This OER engages with the idea of decolonization through a short narrative that highlights a conversation from a grandchild and their grandmother. The story does not adhere to a linear format of time, yet goes back and forth between the past and present, an almost cyclical reflections as one plans and figures out their future. The work of decolonization requires an entire epistemological, ontological, axiological, and methodological shift internally and externally. This is simply the beginning of a lifetime commitment.

Glossary
ahéhee’ – thank you
k’ad – phrase used to end a conversation or start a new one
kinaaldá – women becoming ceremony
nahjee’ – phrase used for expressing that I’m finished and/or go away.
shídeezhí – my little sister
shimásaní – my grandma
shiyazhí – my little one
yadilah – phrase used in frustration

References
Smith, L. T. (2012). Decolonizing methodologies: Research and Indigenous peoples. Zed Books.
Tuck, E., & Yang, K. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education, & Society, 1(1), 1-40.

Democracy in difference: Debating key terms of gender, sexuality, race and identity focuses on concepts and analytical frames we use when discussing how marginalised identities navigate their place in an assumed common culture.

This ebook offers a path for exploring how we might build a shared vocabulary when working through the muddle of public debates like identity politics, political correctness, pronouns and what constitutes racism. Democracy in Difference is an unconventional interdisciplinary guide to key concepts, which borrows from decolonial methodologies, Marxism, feminism, queer theory and deconstruction.

Key terms are illustrated through written text, La Trobe Art Institute artworks (centering Indigenous artists), poetry, comedy and song, and customised animations which make difficult terms accessible.

This text is published by the La Trobe eBureau.

Drums are more than just a collection of natural elements. The art and science of drum making have been part of Indigenous cultures throughout the world for millennia. Drums have a deep spiritual resonance, but also have a necessary understanding of physics, in order to achieve the correct sound.

Word Count: 16169

ISBN: 978-0-6487698-8-0

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This page contains information, recordings, and transcriptions materials that I collected during two research trips to Bolivia and Peru. The common theme for these trips was Indigenous voices and representation. Here, I visited indigenous groups as well as had different discussions and presentations with different academics and social activist in these two countries. I hope that the information and materials here are helpful to everybody that visit this page. Click on the links below to access the materials per country.
If you use any of this information for a class, please feel free to share your lesson plan with me so that I can post it. In this way, other instructors/teachers/professors can also use these materials. The goal is to make all of these materials and lesson plans accessible.

Here are the recordings of the interviews, talks, and different explanation of some traditions and stories*, **. Each section is divided by subject as well as location.
The recordings are number for ease of access.
The transcripts for each recording can be found at the end of this page, inside the file folders.
*This data collection was possible thanks to the Fulbright Hays Group Abroad Projects (2016) funding with Oakton College.
**The sub-section of High Andes within the "Interviews and Talks" section was collected thanks to the LACC's US Department of Education Title VI Grant (2023) funding with FIU.

The history of Indigenous Peoples within the US Empire is a tale of both violence and survivance, which can be difficult to engage and work through for many. This OER uses the process of a body scan, a mindfulness technique, to really get folks comfortable with their body and notice what is happening internally while using poetry as a medium to talk about the history of the Diné, or the Navajo, my community. Yet, this violence is not only unique to many Indigenous communities, but is something that many other marginalized communities have something in common as we all survive and navigate systems of exploitation and oppression in a world that denies us love and freedom. This OER ends with a reminder of how beautiful, brilliant and powerful we are and that our stories of resistance need to be shared and celebrated.

This curriculum unit examines the Sioux and Coeur d’Alene in film as secondary sources of Native American cultures, two modern writers (Joy Harjo and Sherman Alexie) to divulge Native American voices and a primary source by the American Indian Movement (The Trail of Broken Treaties: A 20-point Position Paper) to rewrite the colonial settler narrative. How does Bury My Heart at Wounded Knee and Smoke Signals challenge colorblindness in the AP curriculum? How do Harjo and Alexie compose a new account that punctures legitimized racism in modern America? How does the American Indian Movement provide a counter narrative to the settler colonial ideas embedded in the current curriculum? At the end of the unit, students will clearly be able to counter the colonial settler narrative and legitimized racism in the AP U.S. History curriculum.