ABSTRACT
This chapter suggests re-envisioning indigenous philosophy and its relation to education, seeking alternative ways of experiencing and understanding ways of knowing and ways of being through an indigenous lens. Re-imagining looks anew to "see" relevance in unacknowledged philosophies. Voices and perspectives of indigenous scholars come from varied circumstances and disciplines, in part because their voices often have not been recognized within academic spaces reserved to philosophy. Few are directed toward appreciation of indigenous philosophy and knowledge within curriculum, pedagogy and educational philosophy generally. Cultural sovereignty is an articulation and implementation of beliefs, practices and responsibilities embodied in indigeneity. An example of limited dominant cultural vision is reflected in a story concerning Yakama Nation children in school, as much of Native American wisdom is carried and shared in storytelling. There would be little problem in teaching them to consider implications of what they learn for the entire ecosystem and for social relations among all people.
