This paper highlights the use of technology to support education in "five remote First Nations in Northwestern Ontario conducted in early 2014 in collaboration with the communities and their tribal council, Keewaytinook Okimakanak (KO)." These communities are faced with a double challenge: first, isolation, as their communities are accessible by ice road only five weeks of the year; and second, decolonization, as their heritage and culture are under threat of assimilation by southern society. Decolonization means the protection and use of their own language. It also involves being on the land in an informed and meaningful manner. It's not an either-or thing: "the people living in these remote communities continually supported and wrote about their involvement with learning, education, and other activities that demonstrate their strong relationship with the land and all its resources." This is one article in a special issue of In Education on indigenous education.
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