Home(place):: Honouring, (Re)Membering and (Re)Storying the Process of Matriarchal Worlding as Kinship (Paperback) (ISBN-13: 9781772585506)

Dr. Jennifer Brant belongs to the Kanien' kehá ka (Mohawk Nation) with family ties to Six Nations of the Grand River Territory and Tyendinaga Mohawk Territory. Jennifer is the founding director of the Indigenous literatures lab and an Associate Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. Jennifer teaches about Indigenous maternal pedagogies, Black and Indigenous feminist solidarities, and Indigenous literatures. Dr. Whitneé L. Garrett-Walker (she/her) is a Black, Indigenous and Queer woman (enrolled member of the Natchitoches Tribe of Louisiana). As a scholar-practitioner with over a decade of service to urban public schools in Oakland and San Francisco, California, Dr. Garrett-Walker actively engages liberatory frameworks to understand the context, self-definition, healing, and opportunities for solidarity between and among Black and Indigenous women educators and administrators. Dr. Qui Alexander is an Assistant Professor of Gender, Sexuality and Trans Studies in Curriculum and Pedagogy at the Ontario Institute for Studies in Education at the University of Toronto. Their teaching and scholarship centers Black trans studies, abolition & transformative justice and education outside of formal school contexts. Grounded in their experiences as a community organizer, Qui views their scholarship as a place to articulate the cultural work they do in relation to their communities. Jasmine Pham is a Ph.D. candidate in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education of the University of Toronto. Jasmine's research explores the experiences of Chinese Canadian students in Mandarin-English bilingual programs across Alberta, particularly in relation to Sinophobia, the Model Minority Myth, and anti-Asian racism. Her work draws upon Critical Race Theory in Education, Asian Critical Theory, and Culturally Responsive and Sustaining Pedagogy.