Recursos y referencias

Thèse

Evaluating aboriginal curricula using a cree-métis perspective with a regard towards indigenous knowledge.

There has been much development in Aboriginal curriculum guides across Turtle Island since the 1970s by education authorities. This development has been due to a need by many Aboriginal communities to decolonize their education systems. After all this development there is now a need to determine the direction this decolonization has taken and how far the process has progressed. To do this an analysis was conducted of the curriculum currently in use. Three different evaluation models were developed using an Indigenous philosophy to help assess current Aboriginal curricula in relation to an Indigenous philosophical and holistic worldview. To this end, five subgoals were set forth: 1. define a pan-Aboriginal philosophy of Indigenous knowledge; 2. review the history of Aboriginal education; 3. determine the objectives of Aboriginal education; 4. construct multiple frameworks to assess Aboriginal curricula; and 5. analyze over 48 Aboriginal curricula currently in use by Canadian Aboriginal education authorities. This research aims to improve the quality of education for Aboriginal peoples, in response to concerns raised by the Canadian federal government and more importantly by Aboriginal Canadians. Among the latter, multiple debates are going on about the type of education they wish for their children. Should it be integrationist, or Indigenous? Who should control the Aboriginal education system: the federal government, the provincial governments, or Aboriginal organizations (and which one and at what level)? Education is a battleground for larger political projects by both the dominant society and the dominated society. The underlying issues are power, agency, societal structures, survival, money, decolonization, and ongoing colonization. . Long-term change is needed, and the conflict will be over the nature of this change. Will it be the Western worldview or the Indigenous one? Depuis les années 70, de nombreux changements se sont produits sur l'Ile de la Tortue concernant le curriculum des Autochtones. Ces changements sont survenus au sein des communautés des Premières Nations afin de décoloniser leur système éducatif. Mais, il est temps maintenant de dresser un bilan de la direction prise par ces systèmes afin de déterminer l'étendue du progrès. Pour ce faire, une étude a été menée sur le curriculum actuellement utilisé. Trois différents modèles d'évaluation basés sur la philosophie autochtone et une vision holistique de l'éducation ont été utilisés. À cette fin, cinq champs de travail ont été choisis: 1. définir le savoir des Premières Nations selon la philosophie pan-autochtone 2. Réviser l'histoire de l'éducation autochtone 3. Déterminer les objectifs de l'éducation autochtone 4. Mettre sur pieds des critères d'évaluation des curricula autochtones 5. Analyser plus de 48 curricula autochtones présentement utilisés par les autorités autochtones du Canada En réponse aux demandes du gouvernement fédéral et des autochtones du Canada, cette recherche a pour but d'améliorer la qualité de l'éducation offerte aux Premières Nations. De nombreux débats touchant le type d'éducation que les Premières Nations souhaitent offrir à leurs enfants sont présentement en cours. L'éducation se doit-elle d'être intégrationiste ou bien aborigène? Qui devrait contrôler le système éducationnel: le gouvernement fédéral, le gouvernement provincial ou des organisations autochtones? L'éducation est le cheval de bataille des grands projets politiques, qu'ils soient ceux de la société dominante ou de la société dominée. Contrôle, «agency», les structures sociales, survie, argent, décolonisation et colonisation sont des éléments qui affect l‘éducation des autochtones. Un changement durable est nécessaire, mais il ne se fera pas sans quelques conflits sur la nature de ce changement. Sera-t-il occidental ou bien autochtone de nature?

Article scientifique

Exploring Place from an Aboriginal Perspective: Considerations for Outdoor and Environmental Education.

This article reports on a recent study about Outward Bound Canada’s Giwaykiwin program for Aboriginal youth. A key finding that emerged from the study was the need to design contemporary Aboriginal education programs based on a recognition of the evolution of Indigenous cultures and languages in close relationship with specific geographical areas. The implications of these findings are presented for both Aboriginal and nonAboriginal educators interested in incorporating an Aboriginal understanding of place in their practice. Recommendations are also provided for grounding outdoor and environmental education programs in local Indigenous traditions. Cet article rend compte d’une récente étude menée auprès du programme canadien Giwaykiwin « Outward Bound » pour la jeunesse autochtone. Une découverte importante qui est apparue dans l’étude était le besoin de concevoir un programme contemporain d’éducation autochtone basé sur la reconnaissance de l’évolution des cultures et des langues autochtones en étroite relation avec une géographie spécifique. La portée de ces découvertes est présentée à la fois aux éducateurs autochtones et non-autochtones intéressés à inclure une compréhension autochtone du lieu dans leur enseignement. On prévoit aussi des recommandations pour mettre en place des programmes de sensibilisation à l’environnement selon les traditions locales des autochtones.

Article scientifique

Faire (re)vivre l’Indien au coeur de l’enfant » : rituels de la première fois chez les Atikamekw Nehirowisiwok.

En se basant sur son expérience de terrain dans différentes communautés autochtones du Québec, et plus particulièrement dans la communauté atikamekw de Wemotaci (Haute-Mauricie), l’auteur propose dans cet article de livrer un regard sur les rituels de la première fois qui célèbrent différentes étapes dans la vie de jeunes atikamekw. Il s’attardera particulièrement sur un rituel peu abordé dans la littérature portant sur les groupes algonquiens du Canada : la cérémonie des premiers pas (ou de la première sortie, walking out ceremony). Plus qu’un rite de passage, la cérémonie des premiers pas valorise et renforce un ensemble de relations : avec les personnes, avec le territoire et avec le monde non humain. On the basis of his fieldwork experiences in aboriginal communities of Québec, especially in the Atikamekw community of Wemotaci (Haute-Mauricie), the author considers the methodological, theoretical and ethnographical dimensions of the rituals of the first time that marks different transitions in the life of a young Atikamekw. In particular, the paper reflects on a ritual little tackled in the literature on the Algonquian Peoples of Canada, the Walking Out Ceremony. More than a rite of passage, the ceremony enhances and reinforces a cluster of relations: with the people, the territory and the non-human world.

Chapitre

Finding the common ground with Indigenous and western knowledge systems and seeking the common good for all present and future Australians—Where is the common ground if we are going to find it?

Article scientifique

Following in the footsteps of the wolf: connecting scholarly minds to ancestors in Indigenous language revitalization.

The authors’ respective experiences as Indigenous people, scholars, language activists, and Kwak’wala (Kwakwa̱ka̱’wakw/Kwakiutl language) and ḥiḥiškʷiiʔatḥa (Hesquiaht dialect of the Nuu-chah-nulth/Nootka language) adult language learners and teachers are discussed in relation to the literature on spirituality and the supernatural. Using dialogic and autoethnographical voices, the authors highlight the long-term effects of metaphysical interaction on learning, as well as acknowledging its role in Indigenous research as a foundational and continuous part of Indigenous search for knowledge. Indigenous cultural principles and the narrative research practice of Indigenous scholars guide the authors in drawing on the traditions of teaching through story, centering relationships, and practicing reciprocity in the context of where Indigenous researchers stand in continual relationship to their Indigenous communities.

Article scientifique

From Place to Territories and Back Again: Centering Storied Land in the Discussion of Indigenous Nation-Building.

This article explores the geopolitical importance of the word “land” to the field of Indigenous studies. Rather than simply take the word “land” as a given and natural element of the world around us, in this article I suggest a closer interrogation of the multiple social and geopolitical meanings that make land a key concept in indigenous political struggle. The processes of colonialism and neo- colonialism resulted in abstracting land as part of making nations that are recognized by the liberal settler nation-states. How have concepts of land changed in this process? How do we make Indigenous spaces that are not based on abstracting land and Indigenous bodies into state spaces, while maintaining political vitality? How are the lived realities of Indigenous peoples impacted by concepts of borders and territories that support the power of the nation-state? I draw on the narrative dimensions of land in the work of Indigenous writers in order to intercede in limiting the meanings of land to those mapped by the state.

Article scientifique

Gifted Rural Learners: Exploring Power, Place, and Privilege with a Focus on Promising Practices.

This special issue of Theory & Practice in Rural Education highlights gifted rural learners; the call sought papers on the concepts of power, place, privilege, or promising practices in the field of gifted rurality. This introductory article provides a brief synopsis of each of the seven peer reviewed articles and an analysis of three principal themes that emerged from the articles: equity, identity, and a sense of place. Additionally, three questions regarding gifted rurality are explored: How does gifted education view equity in the context of rurality? How does intersectionality impact gifted students? How does (or should) gifted education as a field adjust in order to recognize the strengths and assets of our gifted rural students?

Texte professionnel

Giving the best possible start – Preschool programme for rural indigenous children in Sabah, Malaysia.

Article scientifique

Guardianas de la sabiduría: Pedagogía de los cantos ancestrales del pueblo Embera Eyabida.

Este artículo presenta los resultados de la investigación desarrollada desde y con el pueblo Embera Eyábida de Chigorodó sobre los cantos ancestrales de las mujeres y su vinculación con los espacios pedagógicos y didácticos de las escuelas indígenas. Como pregunta de investigación se planteó ¿Qué elementos pedagógicos pueden aportar los cantos ancestrales al modelo de Educación Propia que se ejerce dentro de las escuelas indígenas de la comunidad Embera Eyábida? El objetivo de la investigación fue recuperar cantos ancestrales o truambis de las mujeres abuelas de este pueblo indígena, para construir material pedagógico que aporte a la Educación Propia de los niños y niñas. El trabajo se inscribió dentro del paradigma de investigación indígena sustentado por Linda Tuhiwai Smith y profundizó en el método de investigación Embera adelantado por Baltasar Mecha, lingüista indígena del pueblo Embera Dobida. Se hallaron cinco tipos de cantos ancestrales o truambis en el pueblo Embera de Chigorodó: de animales, sanación, duelo, arrullos y parejas. Estos cantos se encuentran en riesgo de desaparecer si no se realizan procesos pedagógicos que fortalezcan y visibilicen su práctica. Esto se debe a la amenaza del sistema dominante que desvirtúa los intereses de la niñez y de la juventud Embera, enrutándolos a asimilar perspectivas occidentales en sus prácticas culturales que afectan el arraigo identitario. En la actualidad, el grupo poblacional que practica y enseña estos conocimientos está integrado por las mujeres Embera Eyábida, quienes a su vez son guardianas y pedagogas de la sabiduría ancestral. Se hace urgente reconocer y profundizar en sus saberes para fortalecer la memoria comunitaria del pueblo Embera. This article presents the results of a research developed by and with the indigenous people Embera Eyábida from Chigorodó. It deals with ancestral songs by the women and their connection with pedagogical and didactic spaces of the indigenous schools. The research question is: what pedagogical elements can ancestral songs contribute to the model of Self-Education promoted in indigenous schools of the Embera Eyábida? The objective of research was to recover ancestral songs ortruambis sung by grandmothers of the indigenous people and to build pedagogical material that contributes to children’s education. This work was based on the paradigm of indigenous research by Linda Smith and also on the Embera research methodology by Baltasar Mecha, an Embera Dobida indigenous linguist. Five types of ancestral songs or truambis were found in the Embera Village of Chigorodó: related to animals, healing, grief, lullabies, and couples. These ancestral songs are in danger of disappearing if pedagogical processes are not carried out in order to strengthen and make visible their practice. This is due to the dominant system threatens to distort the interests of Embera childhood and youth and influence them to assimilate western perspectives that affect their cultural identity. Currently the population group that practices and teaches this knowledge is primarily the Embera Eyábida women. They are both keepers and pedagogues of ancestral wisdom. It is urgent to recognize and delve into their knowledge in order to strengthen the collective memory of the Embera indigenous people.

Livre

Handbook of critical and indigenous methodologies.

The Handbook of Critical and Indigenous Methodologies is the only handbook to make connections regarding many of the perspectives of the "new" critical theorists and emerging indigenous methodologies. Built on the foundation of the landmark SAGE Handbook of Qualitative Research, the Handbook of Critical and Indigenous Methodologies extends beyond the investigation of qualitative inquiry itself to explore the indigenous and nonindigenous voices that inform research, policy, politics, and social justice. Editors Norman K. Denzin, Yvonna S. Lincoln, and Linda Tuhiwai Smith explore in depth some of the newer formulations of critical theories and many indigenous perspectives, and seek to make transparent the linkages between the two.Key Features • Contains global examples including South African, Hawaiian, Maori, Central African and Islamic ones. • Includes a "Who's Who" of educators and researchers in critical methodologies. • Provides a comprehensive body of work that represents the state of the art for critical methodologies and indigenous discourses • Covers the history of critical and indigenous theory and how it came to inform and impact qualitative research • Offers an historical representation of critical theory, critical pedagogy, and indigenous discourse. • Explores critical theory and action theory, and their hybrid discourses: PAR, feminism, action research, social constructivism, ethnodrama, community action research, poetics. • Presents a candid conversation between indigenous and nonindigenous discourses. This Handbook is an authoritative resource for researchers, scholars, and graduate students in education, sociology, anthropology, psychology, area studies, Native American studies, postcolonial studies, and women's studies.