Marcuse (1991). The Closing of the Political Universe. (One-Dimensional Man.)

“But with all its truth, the argument cannot answer the time-honored question: who educates the educators, and where is the proof that they are in possession of ‘the good?'” (p 44)

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Franklin (2004). Chapter 1 (The Real World Of Technology.)

“It is my conviction that nothing short of a global reformation of major social forces and of the social contract can end this historical period of profound and violent transformations, and give a manner of security to the world and to its citizens. … The viability of technology, like democracy, depends in the end on the practice of justice and on the enforcement of limits to power.” (p 5)

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Goulet & Goulet (2014). How to Get There: Conceptualizing Effective Teaching. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“The principles of effective teaching for Indigenous students apply to all students, but Indigenous education has unique features based on the history, culture, and philosophies of First Nations, Inuit, and Métis peoples, who tend to view the world in a more holistic way than the European framework that is the basis of our education system in Canada.” (p 78)

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Clarke (2017). Grounding care practices in theory.

“Health professionals are often encouraged to consider evidence as the guiding source for difficult decision. While evidence-based practice is valuable, medical evidence does not exist outside of the relational context of treatment.” (p 79-80)

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Mitchell, Guichon, & Wong (2015). Caring for children, focusing on children.

“A more recent report claims that ‘Racism against Indigenous peoples in the healthcare system is so pervasive that people strategize around anticipated racism before visiting the emergency department or, in some cases, avoid care altogether’ (13).” (p 294)

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Goulet & Goulet (2014). What to Build Upon: Sociocultural Strengths. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“The concept is further complicated because, in addition to living beings, it includes life force entities such as toboggans, spears, cars, record players, and so on. These latter entities are considered forms of life, not inanimate objects or things.” (p 56)

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Levine (2013). The Invention of Capitalism: How a Self-Sufficient Peasantry was Whipped Into Industrial Wage Slaves.

“Arthur Young, a popular writer and economic thinker respected by John Stuart Mill, wrote in 1771: ‘everyone but an idiot knows that the lower classes must be kept poor, or they will never be industrious.'” (¶15)

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Francis (2017). Postmodern Creationism in Academia: Why Evergreen Matters.

“Following from the above paradigm shift, the ideology-over-science method logically lends itself to outside politicized control over research and independent scholarship, imposing dangerous restrictions on academic freedom.” (¶17)

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Goulet & Goulet (2014). Where We’ve Been: Sociohistorical Realities. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“The hierarchical structure of education continues to the present with the norms of unequal power relations and competitive individualism that can result in inequities.” (p 44)

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