Sharing Complex Visions for Inclusive Schools [Canadian Journal of Native Studies Vol 25 Iss 2]

We will use underlying notions that complexity theory provides as a window into seeing, without assimilating, the ecological metaphors evident in Aboriginal cultures of North America. Weaving together our theoretical understanding of complexity theory and Aboriginal cosmology and our narratives based on our personal histories as both school teachers and university professors, we begin to develop a notion of schools which is both holistic and inclusive. These narratives lead us to suggest ways that current educational thinking is now bringing us full circle to more holistic and inclusive understandings of ways of knowing. Based on these understandings we can begin to create schools that are learning spaces for all, regardless of cultural, economic and individual differences.