Razack, Sherene. Dying From Improvement: Inquests and Inquiries Into Indigenous Deaths In Custody. University of Toronto Press, 2015.

Rick Monture’s We Share Our Matters offers the first comprehensive portrait of how the Haudenosaunee of the Grand River region have expressed their long struggle for sovereignty in Canada.

The First Nations Schools Association (FNSA) is a non-partisan organization committed to promoting First Nations control of education, and to improving and supporting the development of high-quality, culturally-appropriate education for First Nations students.

Funny, You Don't Look Like One is the first book in what became a series of four by Drew Hayden Taylor. The articles, essays and columns in this volume cover many issues pertaining to Aboriginal life and often give a humorous take on each subject.

From the website: "Educational Resources for Native American Studies, First Nations Studies, Indigenous Studies, and Aboriginal Studies. View our on-line catalogue of Aboriginal and Native American Educational Resources for schools, libraries, and the general public, for grades K to Post Secondary."

Scientists and science educators are beginning to recognize the importance and place of traditional Indigenous knowledge in our understanding of the natural world. In Bridging Cultures, Glen Aikenhead and Herman Michell validate the role of traditional knowledge in the school science curriculum.

A collection of Aboriginal Web Resources Links that includes "a list, by category, of some Aboriginal web resource links that you may find useful for a variety of purposes."

From the website: " The following guidelines address issues of oncern in the preparation of teachers who will be expected to teach students from diverse backgrounds in a culturally responsive and educationally healthy way."

Lesson purpose: "To assist Teacher Candidates in understanding the Anishinaabe perspective on human development. To challenge Teacher Candidates to appreciate that each culture has teachings/theories about human development and that for Indigenous people it is often articulated with circularity. This lesson must occur after other human development theories/models have been explored."

Lesson purpose: "For Teacher Candidates to 'identify and develop practices that reflect an equitable, inclusive approach to learning' (Social Studies course outline) by focusing on equitable and inclusive learning strategies for First Nation, Métis and Inuit learners through examining case studies. For Teacher Candidates to “critically analyze Social Studies resources and use appropriate resources to support instructional strategies” (Social Studies course outline) by exploring bias and its applications to resources about First Nation, Métis, and Inuit people."