The intent of this course is to develop and understand the philosophical basis of Indigenous Health and Healing Practices: Implication for Education by reviewing educational and research initiatives in this area. The course will also broaden students' understanding of holistic methods of health and healing practices in the context of education and schooling. Given the impacts of globalization, different communities are faced with a myriad of physical/economic, psychological, mental and community distresses. A course on Sociology of Indigenous Health and Healing Practices and its Implication for Education create a space for dialogue and critical evaluation of the importance of good health (physical, mental and emotional) for learning, researching and teaching. The resurgence of alternative health and healing practices is crucial at this time when different communities both from mainstream and Indigenous communities are searching for holistic methods of health and healing. Indigenous healing practices are unique because all physical, mental and spiritual phenomena are studied, understood, and practiced and taught to its whole community (Afrika, 2004, Battiste, 2000; Dei, Hall & Rosenburg, 2000; Waterfall, 2002; Wane, 2005). Some of the questions that will be addressed through discussion, readings and guest speakers are: What is healing? What are the different modes of healing outside contemporary healing practices and what are their implication to knowledge production and dissemination? Why do we deal with inbuilt tensions between and among different modes of healing and their implication to education? Healing is more than just keeping and restoring one's health. It is also about the relationship with others, other creatures (animate/inanimate, visible/invisible), and the universe; what has this got to do with sociology of education?