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(1996). Modernity at large: Cultural dimensions of globalization. Public Worlds, vol. 1. Minneapolis, MN: University of Minnesota Press.\nAgrawal, T. (2013). Vocational education and training programs (VET): An Asian perspective. Asia-Pacific Journal of Cooperative Education, 14(1), 15–26.\nBhabha, H. K. (1990). The third space: Interview with Homi Bhabha. In J. Rutherford (Ed.), Identity, community, culture, difference (pp. 207–221). London: Lawrence & Wishart.\nBhabha, H. K. (1994). The location of culture. London: Routledge.\nCooper, M. (2018). First understanding our roles to ourselves: Interview with MacDella Cooper on Women’s Empowerment. Interviewer: M.A. Witenstein. Power in Praxis [online forum], 12 November 2018 [video]. Retrieved 20 January 2020 from https:\u002F\u002Fwww.powerinpraxis.com\u002Fblog-1\u002Ffirst-understandingourroles-to-ourselves-interview-with-macdella-cooper-on-women-s-empowerment.\nHiggins, C. (2015). Intersecting scapes and new millennium identities in language learning. Language Teaching, 48(3), 373–389. https:\u002F\u002Fdoi.org\u002F10.1017\u002FS0261444814000044.\nILO (International Labour Organization). (2018). Women and men in the informal economy: A statistical picture (3rd edn). Geneva: ILO. Retrieved 5 January 2021 from http:\u002F\u002Fwww.ilo.org\u002Fwcmsp5\u002Fgroups\u002Fpublic\u002F—dgreports\u002F—dcomm\u002Fdocuments\u002Fpublication\u002Fwcms_626831.pdf.\nIyengar, R., & Witenstein, M. A. (2019). Amplifying Indian women’s voices and experiences to advance their access to technical and vocational education training. In C. Manion, E. Anderson, S. Baily, M. Call-Cummings, R. Iyengar, P. Shah, & M.A. Witenstein (Eds), Interrogating and innovating comparative and international education Research. (pp. 72–85). New Research – New Voices series, vol. 9. Leiden: Brill.\nMbilu, E.M. (2019). Non-formal education and quality basic education for all in Tanzania: A study of the effectiveness of non-formal education programs for children of school-going age in Korogwe District [unpublished Master’s thesis]. Oslo: University of Oslo. Retrieved 20 January 2020 from https:\u002F\u002Fwww.duo.uio.no\u002Fhandle\u002F10852\u002F73856?show=full.\nMitra, A. (2007). India: Non-formal education. Country profile prepared for the Education for All Global Monitoring Report 2008. Paris: UNESCO. Retrieved 20 January 2020 from https:\u002F\u002Funesdoc.unesco.org\u002Fark:\u002F48223\u002Fpf0000155560.\nOonk, G. (2000). Modernity at large: Cultural dimensions of globalization (review). Journal of World History, 11(1), 157–159. https:\u002F\u002Fdoi.org\u002F10.1353\u002Fjwh.2000.0021.\nPandya, R., & Maniar, A. (2014). Non formal education: An Indian context. Delhi: Ideal International E Publication.\nPilz, M., & Wilmshöfer, S. (2015). Formal, nonformal, and informal learning in rural India: The case of fishing families on the Chilika Lagoon. Prospects, 45(2), 231–243. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11125-015-9338-1.\nPlanning Commission. (2008). Eleventh Five Year Plan (2007–2012). Volume II: Social sector services. New Delhi: Oxford University Press India. Retrieved 5 February 2021 from http:\u002F\u002F14.139.60.153\u002Fbitstream\u002F123456789\u002F65\u002F1\u002F11th%205%20YR%20PLAN_vol2.pdf.\nPlanning Commission. (2013). Twelfth Five Year Plan (2012–2017). Social sectors. Vol. III. New Delhi: Sage Publications India. Retrieved 5 February 2021 from http:\u002F\u002Fplanipolis.iiep.unesco.org\u002Fsites\u002Fplanipolis\u002Ffiles\u002Fressources\u002Findia_12th_plan_education.pdf.\nPunia, K. (2020). Future of unemployment and the informal sector of India. ORF, 12 March [online article]. Delhi: Observer Research Foundation. Retrieved 5 January 2021 from https:\u002F\u002Fwww.orfonline.org\u002Fexpert-speak\u002Ffuture-of-unemployment-and-the-informal-sector-of-india-63190\u002F.\nSabatier, P. A. (1986). Top-down and bottom-up approaches to implementation research: a critical analysis and suggested synthesis. Journal of public policy, 6(1), 21–48. https:\u002F\u002Fdoi.org\u002F10.1017\u002FS0143814X00003846.\nUN (United Nations). (2015). Transforming our world: the 2030 Agenda for Sustainable Development. Resolution adopted by the General Assembly on 25 September 2015. A\u002FRES\u002F70\u002F1. New York, NY: United Nations General Assembly. Retrieved 20 January 2020 from https:\u002F\u002Fwww.un.org\u002Fen\u002Fdevelopment\u002Fdesa\u002Fpopulation\u002Fmigration\u002Fgeneralassembly\u002Fdocs\u002Fglobalcompact\u002FA_RES_70_1_E.pdf\nThe Wire. (2018). Nearly 81% of the employed in India are in the informal sector: ILO. The Wire, 4 May [online article]. New Delhi: Foundation for Independent Journalism (FIJ). Retrieved 5 January 2021 from https:\u002F\u002Fthewire.in\u002Flabour\u002Fnearly-81-of-the-employed-in-india-are-in-the-informal-sector-ilo.\nWitenstein, M. A. (2017). Teachers’ perspectives on higher education policies. Economic & Political Weekly, 52(39), 14–16.\nWitenstein, M. A., & Saito, L. E. (2015). Exploring the educational implications of the Third Space framework for transnational Asian adoptees. Berkeley Review of Education, 5(2), 117–136. https:\u002F\u002Fdoi.org\u002F10.5070\u002FB85110051.\nYum, S. (2014). Sidelining literacy: A comparative study on the UNESCO LIFE (Literacy Initiative for Empowerment) [unpublished Master’s thesis]. Seoul: Seoul National University, Graduate School of International Studies. Retrieved 20 January 2020 from https:\u002F\u002Fs-space.snu.ac.kr\u002Fbitstream\u002F10371\u002F126216\u002F1\u002F000000021039.pdf.",{"EN":420},"The Indian Government’s 12th Five Year Plan features ambitious goals regarding the upskilling of women in India. While the Plan acknowledges Indian women’s continued inequality, technical and vocational education and training (TVET) programmes (a main avenue for upskilling) pose considerable challenges. There is significant work to be done if India aspires to meet the 12th Plan’s goals. Moreover, to achieve them in a socially just manner, greater efforts are required to include and amplify women’s voices throughout the process. In pursuit of this aim, the authors of this research note share insights from the first stages of their study of an upskilling programme in the non-formal education sector. They argue for a bottom-up approach to understand how women wish to participate in this programme and in government-recognised TVET more broadly. To understand the women’s perspectives, the authors use the notions of third-space frameworks and “scapes”. These concepts go beyond simply acknowledging the need for labour upskilling and offer opportunities to critique gender biases, stereotypes and patriarchal practices, while formulating new ideas about how to engage as active participants in Indian society. Based on these insights, the authors offer a path forward by directly engaging with women on the ground level, using a bottom-up approach.",{"EN":422},"A bottom-up approach to improve women’s access to technical and vocational education and training in India: Examining a non-formal education upskilling programme",{"VOID":424},"10.1007\u002Fs11159-021-09890-1","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11159-021-09890-1",[427,442],{"id":428,"sortIndex":23,"researcher":22,"roles":429,"affiliations":430,"properties":439},"7a42d2cf-757d-4c0e-bdef-9acce5da1ba3",[289],[431],{"id":22,"sortIndex":23,"affiliation":432,"properties":22},{"id":433,"createTime":434,"updateTime":434,"relativeEntities":435,"slug":22,"properties":436,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"ff7fc42e-531e-4eb9-b7a8-f67edb389d95","2024-01-27T00:02:10.817+00:00",[],{"title":437},{"VI":438},"Department of Educational Administration, University of Dayton, Dayton, USA",{"title":440},{"VI":441},"Matthew A. 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A Century of Media. A Century of War. New York: Peter Lang Publishing.\nArnold, Gary. 2002. War Stories: Ridley Scott's Black Hawk Down Exemplifies State-of-the-art War Simulation. In: Insight on the News. Retrieved from: FindArticles.com on 11 Jan. 2009, http:\u002F\u002Ffindarticles.com\u002Fp\u002Farticles\u002Fmi_m1571\u002Fis_6_18\u002Fai_83144713.\nAssmann, Aleida. 2002. Gedächtnis als Leitbegriff der Kulturwissenschaften. In: Kulturwissenschaften. Forschung, Praxis, Positionen, Hrg. Lutz Musner und Gotthart Wundberg. Wien: WUV-Universitätsverlag.\nAssmann, Aleida. 2003. Erinnerungsräume. Formen und Wandlungen des kulturellen Gedächtnisses. München: Beck Verlag.\nAssmann, Jan. 2002. Das kulturelle Gedächtnis. Schrift, Erinnerung und politische Identität in frühen Hochkulturen. München: Beck Verlag.\nBachmann-Medick, Doris. 2006. Cultural Turns. Neuorientierungen in den Kulturwissenschaften. Hamburg: Rowohlt Verlag.\nBleiker, Roland. 2001. The Aesthetic Turn in International Political Theory. Millennium – Journal of International Studies, Vol. 30.\nBowden, Mark. 1999. Black Hawk Down. London: Bantam Press.\nDer Derian, James. 2001. Virtuous War. Mapping the Military-Industrial-Media-Entertainment-Network. Boulder: Westview Press.\nDuffey, Tamara. 2000. Cultural Issues in Contemporary Peace Keeping. In: Peacekeeping and Conflict Resolution, ed. by I.T. Woodhouse and O. Ramsbotham. London: Frank Cass Publishers.\nHalbwachs, Maurice. 1992. On Collective Memory. Chicago: University of Chicago Press.\nHolert, Tom. 2005. Kulturwissenschaften\u002FVisual Culture. In: Bildwissenschaft. Disziplinen, Themen, Methoden, Hrg. Klaus Sachs-Hombach. Frankfurt am Main: Suhrkamp Verlag.\nJackson, Kelvin. 2004. Shock and Awe. ABC – Arts, Books, Culture, 48\u002F2004.\nKellner, Douglas. 1995. Media Culture. Cultural Studies, Identity and Politics Between the Modern and the Postmodern. London: Routledge.\nKleine-Brockhoff, D. 2002. Schauspiel ohne Grenzen. Die Zeit, 12\u002F2002.\nKracauer, Siegfried. 1999. Von Caligari zu Hitler. Eine psychologische Geschichte des deutschen Films. Frankfurt am Main: Suhrkamp Verlag.\nLarsen, Josh. 2002. Watching Americans on the Battlefield. The American Enterprise, Vol. 13, 1 March 2002.\nNeumann, Iver B., und Daniel H. Nexon. 2006. Introduction: Harry Potter and the Study of World Politics. In: Harry Potter and International Relations, ed. by Iver B. Neumann and Daniel H. Nexon. Oxford: Rowman and Littlefield Publishers.\nScott, Ridley. 2001. Black Hawk Down. DVD. Norwegen: SF Norge AS.\nSuid, Lawrence H. 2002. Guts and Glory. The Making of the American Military Image in Film. Lexington: University Press of Kentucky.",{"EN":504},"Am Beispiel von Ridley Scotts Kriegsfilm Black Hawk Down (USA 2001) geht dieser Artikel der Frage nach, ob Film in erster Linie eine vorhergehende Wirklichkeit reflektiert, oder ob er aktiv an deren Konstituierung Teil hat. Vor dem Hintergrund von Jan und Aleida Assmanns Theorie des kulturellen Gedächtnisses und Douglas Kellners Begriff der Medienkultur wird aufgezeigt, wie Scotts Film eine bestimmte Perspektive auf ein wirkliches Ereignis im Gedächtnis westlicher Mediengesellschaften zu institutionalisieren versucht. Welche Implikationen hat eine zunehmende Vermengung von Fakten und Fiktion in der modernen Kriegsberichterstattung? Welche möglichen Folgen sind für die pädagogische und politische Praxis absehbar? Welchen Einfluss vermag eine kritische Kulturwissenschaft auf die visuelle Konstruktion von Wirklichkeit auszüben? Welche Rolle kommt Bildern und Bildanalysen in der Herausarbeitung einer critical media literacy zu?",{"EN":506},"BLACK HAWK DOWN: FILM ZWISCHEN REFLEKTION UND KONSTRUKTION GESELLSCHAFTLICHER WIRKLICHKEIT",{"VOID":508},"10.1007\u002Fs11159-008-9128-6","http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs11159-008-9128-6",[511],{"id":512,"sortIndex":23,"researcher":22,"roles":513,"affiliations":514,"properties":524},"b3855fe3-6153-4174-b868-f26ae54905c5",[289],[515],{"id":22,"sortIndex":23,"affiliation":516,"properties":22},{"id":517,"createTime":518,"updateTime":518,"relativeEntities":519,"slug":520,"properties":521,"entityType":52,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"51cbec21-e380-419c-ba9a-96492ae3f08b","2023-11-27T17:13:32.726+00:00",[],"Institut-f%C3%BCr-Dokumentationswissenschaft-Universit%C3%A4t-Troms%C3%B8-Troms%C3%B8-Norway",{"title":522},{"VI":523},"Institut für Dokumentationswissenschaft,  Universität Tromsø, Tromsø, Norway",{"title":525},{"VI":526},"HOLGER PÖTZSCH",{"url":509,"publisher":528,"properties":557},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":529,"slug":10,"properties":530,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":535,"manageAffiliations":536,"indexDatabases":537,"url":22,"thumbnailPath":22,"statistic":552,"gsStatistic":22,"type":144,"analyzePriority":22},[],{"issn":531,"eissn":532,"title":533,"url":534},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[538,545],{"id":68,"indexDatabase":539,"url":81,"indexYears":82,"academicFieldIds":544,"indexDatabaseRanking":86},{"id":70,"createTime":71,"updateTime":72,"relativeEntities":540,"label":541,"description":542,"key":78,"publicationTags":543,"standard":22},[],{"EN":75,"VI":75},{"EN":75,"VI":77},[80],[84,85],{"id":88,"indexDatabase":546,"url":103,"indexYears":22,"academicFieldIds":551,"indexDatabaseRanking":22},{"id":90,"createTime":91,"updateTime":92,"relativeEntities":547,"label":548,"description":549,"key":99,"publicationTags":550,"standard":22},[],{"EN":95,"VI":95},{"VI":97,"EN":98},[101,102],[105],{"impactFactor":23,"impactFactorByYear":553,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":108,"totalPublicationByYear":554,"totalCitation":23,"totalCitationByYear":555,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":556,"hindexLast5Year":23,"hindex":23},{},{"1955":110,"1956":111,"1957":112,"1958":113,"1959":114,"1960":115,"1961":116,"1962":113,"1963":114,"1964":117,"1965":113,"1966":110,"1967":114,"1968":116,"1969":110,"1970":118,"1971":119,"1972":120,"1973":121,"1974":118,"1975":122,"1976":110,"1977":120,"1978":123,"1979":124,"1980":125,"1981":126,"1982":119,"1983":116,"1984":127,"1985":120,"1986":124,"1987":128,"1988":121,"1989":129,"1990":124,"1991":127,"1992":113,"1993":112,"1994":119,"1995":126,"1996":121,"1997":118,"1998":125,"1999":119,"2000":116,"2001":124,"2002":119,"2003":111,"2004":113,"2005":125,"2006":130,"2007":110,"2008":120,"2009":131,"2010":132,"2011":133,"2012":134,"2013":135,"2014":136,"2015":137,"2016":138,"2017":139,"2018":121,"2019":140,"2020":141,"2021":137,"2022":121,"2023":123,"2024":64},{},{},{"volume":558,"pages":560},{"VOID":559},"55",{"VOID":561},"269-284","2009-01-22",2009,{"id":565,"createTime":566,"updateTime":567,"relativeEntities":568,"slug":569,"properties":570,"entityType":166,"verifyStatus":354,"verifyTime":567,"verifyNote":355,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":579,"fullTextUrl":22,"authors":580,"publicationType":181,"publisherRelationship":608,"citationCount":22,"citationInfo":22,"publishDate":643,"publishYear":644,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":274},"178de18d-7413-45b2-a9d5-d5c9f46cabc4","2023-12-06T02:23:56.479+00:00","2025-02-07T23:55:03.233+00:00",[],"International-Education-Perceptions-of-Teachers-in-International-Schools",{"references":571,"abstract":573,"title":575,"doi":577},{"VOID":572},"Cottrell, A. B. and Useem, R. H. 1993. TCKs Experience Prolonged Adolescence. Newslinks XIII(1), September.\nDufour, B. 1990. The New Social Curriculum. Cambridge: Cambridge University Press.\nFox, E. 1985. International Schools and the International Baccalaureate. Harvard Educational Review55 (1): 53–68.\nGellar, C. A. 1981. International Education: Some Thoughts on What It Is and What It Might Be. International Schools Journal1: 21–26.\nHawley, D. 1994. How Long Do International School Heads Survive? A Research Analysis (Part I). International Schools JournalXIV (1): 8–21.\nHayden, M. C. and Thompson, J. J. 1995a. International Schools and International Education: A Relationship Reviewed. Oxford Review of Education21 (3): 327–345.\nHayden, M. C. and Thompson, J. J. 1995b. Perceptions of International Education: A Preliminary Study. International Review of Education41 (5): 389–404.\nHayden, M. C. and Thompson, J. J. 1996. Potential Difference: The Driving Force for International Education. International Schools JournalXVI (1): 46–57.\nHayden, M. C. and Thompson, J J. 1997. Student Perspectives on International Education: A European Dimension. Oxford Review of Education23 (4): 459–476.\nHayden, M. C. and Thompson, J. J. (eds.) 1998. International Education: Principles and Practice. London: Kogan Page.\nHenerson, M. E., Morris, L. L. and Fitz-Gibbon, C. T. 1987. How to Measure Attitudes. London: SAGE Publications Ltd.\nInternational Baccalaureate Organisation. 1997. International Baccalaureate Organisation. Geneva: IBO.\nJonietz, P. L. and Harris, N. D. C. (eds.) 1991. World Yearbook of Education 1991: International Schools and International Education. London: Kogan Page.\nLeggate, P. M. C. and Thompson, J. J. 1997. The Management of Development Planning in International Schools. International Journal of Educational Management 11(6): 268–273.\nMatthews, M. 1988. The Ethos of International Schools. Oxford: University of Oxford: MSc Thesis.\nOppenheim, A. N. 1992. Questionnaire Design, Interviewing and Attitude Measurement. London: Pinter Publishers.\nTransition Dynamics 1996. Global Nomads: A Definition. Paper presented at AAIE conference 4–7 March 1996: The Life-Long Impacts of an Internationally-Mobile Childhood.\nWaterson, M. P. 1997. An Assessment of International Education and Its Contribution to Student Attitude Reorientation. Dissertation submitted for the degree of MA in Education, University of Bath.\nWillis, D. and Enloe, W. 1990. Lessons of International Schools: Global Education in the 1990s. The Educational Forum54 (2): 169–183.",{"EN":574},"As a contribution to research in the field of international education, this study investigated the views of a number of teachers based in 'international schools' around the world with respect to the importance of a range of different factors in contributing to the experience of international education for students. 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(2005). Being Indigenous: Resurgences against contemporary colonialism. Government & Opposition, 40(4), 597–614.\nAltmann, H. M., & Belt, T. N. (2008). Reading history: Cherokee history through a Cherokee Lens. Native South, 1(1), 90–98.\nAltmann, H. M., & Belt, T. N. (2009). Tõhi: The Cherokee concept of well-being. In L. J. Lefler (Ed.), Under the rattlesnake: Cherokee health and resiliency (pp. 9–22). Tuscaloosa, AL: The University of Alabama Press.\nAnderson, K. (2011). Life stages and Native women: Memory, teachings and story medicine. Winnipeg, MB: University of Manitoba Press.\nBang, M., Curley, L., Kessel, A., Marin, A., Suzukovich, E. S., & Strack, G. (2014). Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land. Environmental Education Research, 20(1), 37–55.\nBarnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska native ways of knowing. Anthropology & Education Quarterly, 36(1), 8–23.\nBattiste, M. (2011). Reclaiming Indigenous voice and vision. Vancouver, BC: University of British Columbia Press.\nBrave Heart, M. Y. H., Chase, J., Elkins, J., & Altschul, D. B. (2011). Historical trauma among Indigenous peoples of the Americas: Concepts, research, and clinical considerations. Journal of psychoactive drugs, 43(4), 282–290.\nCajete, G. (2015). Indigenous community: Rekindling the teachings of the Seventh Fire. St. Paul, MN: Living Justice Press.\nCarm, E. (2014). Inclusion of Indigenous Knowledge System (IKS): A precondition for sustainable development and an integral part of environmental studies. Journal of Education and Research, 4(1), 58–76.\nCarroll, C. (2015). Roots of our renewal: Ethnobotany and Cherokee environmental governance. Minneapolis, MN: University of Minnesota Press.\nCarroll, C., Garroutte, E., Noonan, C., & Buchwald, D. (2018). Using photovoice to promote land conservation and Indigenous well-being in Oklahoma. EcoHealth, 15(2), 450–461.\nCastleden, H., & Garvin, T. 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London: Zed Books Ltd.\nStremlau, R. (2011). Sustaining the Cherokee family: Kinship and the allotment of an Indigenous Nation. Chapel Hill, NC: University of North Carolina Press.\nSuzack, C., Huhndorf, S. M., Perreault, J., & Barman, J. (Eds.). (2010). Indigenous women and feminism: Politics, activism, culture. Vancouver, BC: University of British Columbia Press.\nTeuton, C. B. (2012). Cherokee stories of the Turtle Island Liars’ Club: Dakasi Elohi Anigagoga Junilawisdii (turtle, earth, the liars, meeting place). Chapel Hill, NC: University of North Carolina Press.\nTuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1–23.\nTuck, E. (2009a). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–427.\nTuck, E. (2009b). Re-visioning action: Participatory action research and Indigenous theories of change. The Urban Review, 41(1), 47–65.\nWang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health education & behavior, 24(3), 369–387.\nWang, C. C., Cash, J. L., & Powers, L. S. (2000). Who knows the streets as well as the homeless? Promoting personal and community action through photovoice. Health Promotion Practice, 1(1), 81–89.\nWilson, S. (2008). Research is ceremony: Indigenous research methods. Black Point, NS: Fernwood Publishing.\nZavala, M. (2013). What do we mean by decolonizing research strategies? Lessons from decolonizing, Indigenous research projects in New Zealand and Latin America. Decolonization Indigeneity, Education & Society, 2(1), 55–71.",{"EN":813},"",{"EN":815},"Indigenous youth today are in a precarious position. The elders who guided their grandparents and parents often suffered from direct racism and dislocation from cultural practices, land, medicine, language, knowledge and traditional lifeways. Family and community kinship networks that provided emotional, spiritual and physical support have been brutally and systematically dismantled. When perpetuation is discussed within an Indigenous context, it often refers to the transmission of Indigenous knowledge to future generations and how they act on and regenerate it. This perpetuation of Indigenous knowledge and nationhood occurs every day, often in the shape of unnoticed or unacknowledged actions carried out within intimate settings, such as homes, ceremonies and communities. Focusing on everyday acts of resurgence shifts the analysis of the situation away from the state-centred, colonial manifestations of power to the relational, experiential and dynamic nature of Indigenous cultural heritage, which offers important implications for re-thinking gendered relationships, community health and sustainable practices. The authors of this article examine ways in which land-based pedagogies can challenge colonial systems of power at multiple levels, while being critical sites of education and transformative change. Drawing on a multi-component study of community practices in the Cherokee Nation conducted by the second author, this article examines strategies for fostering what have been termed “land-centred literacies” as pathways to community resurgence and sustainability. 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