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Peer-Reviewed
Battiste, M. (1998). Enabling the autumn seed: Toward a decolonized approach to Aboriginal knowledge, language, and education. Canadian Journal of Native Education, 22(1), 16-27.
Coburn, E. (2020). “Theorizing our place”: Indigenous women’s scholarship from 1985-2020 and the emerging dialogue with anti-racist feminisms. Studies in Social Justice, 14(2). DOI: https://doi.org/10.26522/ssj.v14i2.2295
Coburn, E. (2016). Alternatives: Theorizing colonialism and Indigenous liberation: Contemporary Indigenous scholarship from lands claimed by Canada. Studies in Political Economy, 97(3), 285-307.
Coburn, E., Moreton-Robinson, A., Sefa Dei, G., & Stewart-Harawira, M. (2013). Unspeakable things: Indigenous research and social science. Socio: La nouvelle revue des sciences sociales, 2, 331-348.
Fa’avae, D.T.M, Tecun, A., & Siu’ulua, S. (2022). Talanoa vā: Indigenous masculinities and the intersections of indigeneity, race, and gender within higher education. Higher Education Research & Development, 41(4), 1075-1088. DOI:10.1080/07294360.2021.1882402
Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218-227.
St. Denis V. S. (2007). Aboriginal education and anti-racist education: Building alliances across cultural and racial identity. Canadian Journal of Education/Revue canadienne de l’éducation, 30(4), 1068-1092.
Thunig, A. & Jones, T. (2021). ‘Don’t make me play house-n***er’: Indigenous academic women treated as ‘black performer’ within higher education. The Australian Educational Researcher, 48, 397-417.