Resume

• 1987

  D.U. University of Ottawa

  Doctorate of the University\nD.Litt. (h.c.) Thompson Rivers University

  Honorary Doctorate of Letters\nD.H.L. (h.c.) University of Maine

  Farmington

  Maine

  Honorary Doctorate of Humane Letters\nLL.D. St. Mary's University

  Honorary Doctorate\n

  FRSC

  Fellow of the Royal Society of Canada

  Royal Society of Canada is a Canadian organization of over 2000 Canadian scholars

  artists

  and scientists

  peer-elected as the best in their field.

  Royal Society of Canada

• 1979

  Ed.D.

  Bilingual

  Multilingual

  and Multicultural Education

  Stanford University

• 1973

  Ed.M.

  Educational Leadership and Administration

  General

  Harvard University Graduate School of Education

• 1969

  B.S.

  Elementary Education and Teaching

  University of Maine at Farmington

• Qualitative Research

  Student Development

  Organizational Development

  Grant Writing

  Teaching

  Public Speaking

  History

  Program Evaluation

  Community Outreach

  Program Development

  Research

  Curriculum Design

  Distance Learning

  Community Development

  University Teaching

  Curriculum Development

  Editing

  Staff Development

  Workshop Facilitation

  Higher Education

  Living Treaties: Narrating Mi'kmaw Treaty Relations

  Regardless of Canada’s governmental attitude of entitlement

  First Nations

  Métis and Inuit lands and resources are still tied to treaties and other documents. Their relevance seems forever in dispute

  so it is important to know about them

  to read them

  to hear them and to comprehend their constitutional significance in contemporary life.\nThis book aims to reveal another side of the treaties and their histories

  focusing on stories from contemporary perspectives

  both Mi’kmaw and their non-Mi’kmaw allies

  who have worked with

  experienced and indeed lived with the treaties at various times over the last fifty years. Herein are passionate activists and allies who uncover the treaties

  and their contemporary meanings

  to both Mi’kmaq and settler societies and who speak to their future with them. Here also are the voices of a new generation of indigenous lawyers and academics who have made their life choices with credentials solidly in hand in order to pursue social and cognitive justice for their families and their people. Their mission: to enliven the treaties out of the caverns of the public archives

  to bring them back to life and to justice as part of the supreme law of Canada; and to use them to mobilize the Mi’kmaw restoration and renaissance that seeks to reaffirm

  restore and rebuild Mi’kmaw identity

  consciousness

  knowledges and heritages

  as well as our connections and rightful resources to our land and ecologies.

  Living Treaties: Narrating Mi'kmaw Treaty Relations

  Drawing from treaties

  international law

  Indigenous scholars

  and especially her personal experiences as an activist

  teacher

   and professor

  Dr. Marie Battiste documents the devastating impacts of Eurocentric models of education on Indigenous knowledge and proposes a new model of education that incorporates both Indigenous and Eurocentric thinking.\n

  Decolonizing Education: Nourishing the Learning Spirit

  Visioning a Mi’kmaw Humanities: Indigenizing the Academy\n\nMarie Battiste\n\nMarch 2017\n\nWhat is understood as the humanities celebrates the educational and humane disciplines of philosophy

  history

  theology

  languages and literatures. Undeniably Eurocentric

  the humanities overshadow disciplinary knowledge

  ignoring core capacities of all societies and cultures—a kind of cognitive imperialism that is its own authority to define its cognitive traits and preferences as normal and desirable; all other ways of thinking

  learning and understanding the world are viewed as deficit. It’s the cognitive equivalent of racism.\n\nIn ways that affect everyone

  many generations of indigenous peoples have endured the Eurocentric education forced on them

  not just in residential schools

  but also in provincial public and federal schools and in postsecondary institutions. Eurocentric approaches have cost indigenous peoples plenty: erosion and even loss of many of the indigenous languages; loss of spiritual identities and traditions linked to their ways of knowing; disconnections from Elders

  lands

  livelihood; and spiritual communicative connections to the land and much more.\n\nVisioning a M’kmaw Humanities urges an agenda of restoration within a multi-disciplinary context for human dignity and the collective dignity of Mi’kmaw peoples. It is about generating a vision of society and education where knowledge systems and languages are reinforced

  not diluted

  where they can respectfully gather together without resembling each other

  and where peoples can participate in the cultural life of a society

  education and their community. It aspires to bring new perspectives to our living in relation with each other and with our place

  giving new sensibilities to how Mi’kmaq and other indigenous peoples have come to know and appreciate these relationships and the deep holistic learning they have in them.

  Visioning Mi'kmaw Humanities: Indigenizing the Academy

  First Nations Education in Canada: The Circle Unfolds

  James Youngblood Henderson

  Approximately 500 million of the world's Indigenous peoples have faced a similar fate at the hands of colonizing powers. That fate has included assaults on their language and culture

  commercialization of their art

  and use of their plant knowledge in the development of medicine

  all without consent

  acknowledgement

  or benefit to them. The authors illustrate why current legal regimes are inadequate to protect Indigenous knowledge and put forward ideas for reform. The book looks at the issues from an international perspective and explores developments in various countries including Canada

  the United States

  Australia

  New Zealand

  the work of the United Nations

  and relevant international agreements. \"...the book stands as an excellent introduction

  and indeed

  an essential point of departure for any further thought or study in the field.\" (McGill Law Journal) Marie Battiste and James (Sa'ke'j) Youngblood Henderson are both faculty members at the University of Saskatchewan in education and law

  respectively. Battiste is a member of the Mi'kmaq Nation and Henderson is a member of the Chickasaw Nation and Cheyenne Tribe.\n

  Protecting Indigenous Knowledge and Heritage: A Global Challenge

  Battiste

  University of Saskatchewan

  Saskatoon

  Saskatchewan

  Full Professor

  Department of Educational Foundations

  and former director of Aboriginal Education Research Centre and Former co-director of the Aboriginal Knowledge Learning Centre funded by the Canadian Council on Learning

  Professor

  University of Saskatchewan