Goulet & Goulet (2014). Where We Are in Indigenous Education. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“… the late Elder Ken Goodwill from the Standing Buffalo Dakota First Nation said that the purpose of education is to help students recognize who they are, to see their gifts, talents, and strengths and recognize the responsibility that accompanies these gifts, so they can survive, thrive, and contribute as they navigate through both the broader world and Indigenous cultures.” (p 5)

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Ong (2002). The modern discovery of primary oral cultures. (Orality and Literacy: The Technologizing of the Word.)

“Moreover, the standardized formulas were grouped around equally standardized themes, …. A repertoire of similar themes is found in oral narrative and other oral discourse around the world. (Written narrative and other written discourses use themes, too, of necessity, but the themes are infinitely more varied and less obtrusive.)” (p 23)

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Ellul (1964). Front matter. (The Technological Society.)

“… the challenge is not to scholars and university professors, but to all of us. … While waiting for the specialists to get on with their work on behalf of society, each of us, in his own life, must seek ways of resisting and transcending technological determinants.” (p xxxii)

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Kovach (2010). Indigenous Research Methods and Interpretation. (Indigenous Methodologies: Characteristics, Conversations, and Contexts.)

“When it comes to Indigenous research methods, there is a continuum of ways to access information. This continuum runs from the most personal, internal knowledges that guide our research to the external knowledge that comes from others.” (p 123)

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