Reclaiming disability through Pimatisiwin (Record no. 1808)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02377naa a22001937a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | BCACCS |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20170604111312.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 140918s2017 ||||| |||| 000 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | BCACCS |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Kress, Margaret M. |
| 9 (RLIN) | 3780 |
| 245 10 - TITLE STATEMENT | |
| Title | Reclaiming disability through Pimatisiwin |
| Medium | [citation] : |
| Remainder of title | Indigenous ethics, spatial justice, and gentle teaching |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | 2017 |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an authentic inclusion of Indigenous students with disabilities. Through the sharing of Canada’s colonial history, and by critically examining the principles of care within special education, the author exposes its relationship with ableism, normalcy, eugenics, and white privilege to show how Indigenous peoples continue to be marginalized in the twenty-first century. This justice work asks educators to shift their perspectives of inclusion and wellness through the insertion of an Indigenous lens, one to help them see and hear the faces and voices of disabled Aboriginal children and their kinships. The chapter discusses the social model of disability, the psychology of Gentle Teaching, Indigenous ethics, and principles of natural laws through the voices of Nehiyawak and other knowledge keepers, in order to suggest an agenda for educators to come to an understanding of an emancipatory and gentle education. Spatial justice and Indigenous epistemologies merge as synergistic, inclusive, and holistic entities, to support Aboriginal children and youth as both they and those who teach learn to celebrate disabled ontologies. The chapter concludes by presenting how Gentle Teaching and Indigenous ways of knowing should be honored in this quest of creating an equitable, caring, and inclusive society for all disabled Indigenous children and youth.<br/>Keywords:<br/> Pimatisiwin , spatial justice, normalization, Gentle Teaching, Indigenous ethics, natural law |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Special needs |
| 9 (RLIN) | 1063 |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Additional needs |
| Source of heading or term | BCACCS |
| 9 (RLIN) | 3290 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Inclusive education |
| 9 (RLIN) | 1429 |
| 773 0# - HOST ITEM ENTRY | |
| Title | Chris Forlin, Agnes Gajewski (ed.) Ethics, Equity, and Inclusive Education (International Perspectives on Inclusive Education, Volume 9) Emerald Publishing Limited, |
| Related parts | pp. 23-57 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| ARTICLE | Journal Article |
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