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.

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.

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. 

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.

This book delves into the connections we can make with Australian First Nation cultures and histories as well as providing intercultural resources that cover the diverse countries of Spain, Vietnam, China, Burma and Korea. It is hoped that this book will enable you to keep fossicking for those gems and nuggets that will inspire you on your journey to becoming culturally competent educators.

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.

This book explores business ethics and business law through the lens of Indigenous-settler relations in Canada (with a focus on British Columbia in particular). It aims to fill a gap in business curriculum and support instructors who want to bring Indigenous content into their classes. The book starts by exploring relevant history, focusing on treaties, legislation, and federal government policy. It then looks at business ethics and what it means for businesses to work ethically with Indigenous communities. And finally, the book discusses business law and the requirements and responsibilities for businesses doing work on Indigenous lands.

This resource also includes slides and an accessibility statement.

An Excel booklist created by Multnomah County Library to support the Ethnic Studies Integrated 2021 Social Science Standards. The file is organized with tabs for Japanese American Internment, Holocaust, Indigenous Peoples, Genocides, Prejudice, Refugees, Misinformation, and Cultural Diversity.

OERigin Stories is an oral history of six women of color, leaders in the Open Education Movement. Each shares her story and thoughts on Open Education and higher education. The six women interviewed for OERigin Stories range from librarians, to policy makers, to nonprofit leaders, to instructors. Each woman was asked the following questions: 1) Please tell me about yourself and how you came to be involved with Open; 2) How do you see your unique identities intersecting with Open? If at all; 3) Please tell me about an Open Education project, textbook, or group that you have been part of?; 4) How do you see your role in the future of Open Education?; 5) What do you think is the biggest benefit of Open Education and what do you think is missing?; and 6) What questions are you grappling with?

In this lesson, students identify the causes and consequences of climate change, explore the Indigenous cosmovision of El Buen Vivir, and reflect on the values needed to live within the ecological limits of the planet.

Step 1 - Inquire: Students brainstorm what it means to “live well” from different perspectives.

Step 2 - Investigate: Students watch a video, participate in a collaborative activity to explore the causes and consequences of climate change, and reflect on how climate change interferes with living well.

Step 3 - Inspire: Students learn about the Indigenous cosmovision of El Buen Vivir and identify values in their own culture that can help address climate change.