Recursos y referencias

Livre

Promises of the past: A history of Indian education in the United States.

This book presents a historical overview of American Indian education and includes excerpts of government documents, court decisions, letters from commissioners of Indian affairs, and personal accounts. The book depicts the continuous efforts of White society to educate and assimilate Native Americans into the Euro-American culture. Chapters 1 and 2 characterize Indian education before European contact; describe traditional methods used to teach Indian children the rules, values, and world view of their society; contrast Indian education with that of early colonists; and describe early efforts to change the fundamental cultural orientation of the Indians. Other chapters cover the following topics: (1) treaty negotiations and violations; (2) mission education during the treaty years (1778-1871); (3) the religious school controversy (1869-1908); (4) tribally controlled education; (5) government boarding schools; (6) the 1928 Meriam Report that investigated all aspects of Indian affairs; (7) the Navajo-Hopi Rehabilitation Act of 1950; (8) the role of public schools; (9) the 1969 Kennedy Report that investigated the inequities of Indian education; (10) Indian self-determination and education; and (11) tribally controlled community colleges.

Article scientifique

Propuesta de una metodología intercultural para una pedagogía indígena: la experiencia de las licenciaturas interculturales indígenas con el pueblo kaingang.

This paper presents the experience of Indigenous Intercultural Licentiate Courses offered by the Regional Community University of Chapecó, within Kaingang’s territory. Based on this experiment, there is the proposal of an intercultural methodology that contemplates a specific pedagogy for indigenous education in the region. Thus, the experiment is the development of a program to train kaingang teachers, to supply early childhood and primary education in their communities. Despite the positive results of the training process, which reached a large number of teachers, it was noticeable the lack of curricular content and a specific and distinctive pedagogy for indigenous education. This understanding brought the need to propose a specific intercultural methodology to collect and systematize these years’ experience, to outline a contextualized pedagogy. Este trabajo presenta la experiencia de las licenciaturas interculturales indígenas dictadas por la Universidad Comunitaria de la Región de Chapecó dentro de la tierra indígena kaingang. A partir de esta experiencia, se propone esbozar una metodología intercultural que sirva para pensar en una pedagogía específica para la educación indígena en la región. La experiencia consiste en el desarrollo de un programa destinado a la formación de profesores indígenas de la etnia kaingang para las escuelas iniciales y medias de sus comunidades. Si bien el proceso de formación tuvo resultados positivos y logró formar una cantidad significativa de profesores, percibimos la ausencia de un contenido curricular y una pedagogía específica y diferenciada para la educación indígena. A partir de esta percepción surgió la necesidad de proponer una metodología intercultural específica que recoja y sistematice la experiencia de estos años, a fin de esbozar una pedagogía adecuada a las necesidades específicas de las comunidades indígenas.

Article scientifique

Pueblos indígenas, saberes y descolonización: procesos interculturales en América Latina.

Los artículos que componen la sección Lente de aproximación de este número monográfico de Polis encaran esta interesante pero intricada problemática. Parte de ellos fue presentada originalmente en el simposio "Pueblos indígenas, saberes y descolonización. Propuestas y perspectivas desde América Latina", organizado en el marco del III Congreso Internacional de Ciencias, Tecnologías y Culturas, en la Universidad de Santiago de Chile, del 7 al 10 de enero de 2013. En la continuidad de los debates que animaron esta actividad, el conjunto de los trabajos incluidos en este dossier muestran que los desafíos planteados por la implementación de políticas educativas interculturales son tan numerosos como diversos. En este sentido, el dossier ofrece un panorama relativamente completo de las apuestas ligadas a la descolonización de los saberes y problematiza la asimetría que, en términos de relaciones de poder y dominación, atraviesa a los procesos educativos en contextos indígenas.

Article scientifique

Quality education for Inuit today? Cultural strengths, new things, and working out the unknowns: A story by an Inuk.

Livre

Quelle éducation pour les peuples autochtones ?

De nombreux mécanismes internationaux sont censés garantir un droit à l'éducation pour chacun. Les peuples autochtones sont partout en lutte pour une place dans les systèmes éducatifs. La remise en cause de l'éducation formelle, associée à la disparition des cultures et des langues locales, permet ainsi de proposer une nouvelle approche garante des savoirs autochtones. Des anthropologues, des praticiens de l'éducation et des leaders autochtones mobilisent des stratégies autonomes de transmission des savoirs et promeuvent leurs systèmes de valeurs. Quel type d'approche produit les meilleurs résultats pour les peuples autochtones ? Comment l'éducation peut-elle mieux préparer les autochtones à exercer leurs droits ?

Rapport

Rapport de la commission royale sur les peuples autochtones.

Article scientifique

Re-envisioning resurgence : Indigenous pathways to decolonization and sustainable self-determination.

Amidst ongoing, contemporary colonialism, this article explores Indigenous pathways to decolonization and resurgence with an emphasis on identifying everyday practices of renewal and responsibility within native communities today.  How are decolonization and resurgence interrelated in struggles for Indigenous freedom?  By drawing on several comparative examples of resurgence from Cherokees in Kituwah, Lekwungen protection of camas, the Nishnaabe-kwewag “Water Walkers” movement, and Kanaka Maoli (Native Hawaiian) revitalization of kalo, this article provides some insights into contemporary decolonization movements. The politics of distraction is operationalized here as a potential threat to Indigenous homelands, cultures and communities, and the harmful aspects of the rights discourse, reconciliation, and resource extraction are identified, discussed, and countered with Indigenous approaches centered on responsibilities, resurgence and relationships. Overall, findings from this research offer theoretical and applied understandings for regenerating Indigenous nationhood and restoring sustainable relationships with Indigenous homelands.

Article scientifique

Re-etnización y descolonización: resistencias epistémicas en el curriculum intercultural en la Región de Los Lagos-Chile.

La emergencia de la educación intercultural bilingüe en las comunidades mapuche-williche del sur de Chile está implicando, entre otros procesos de significación socio-política, la activación de la memoria colectiva e histórica, permitiendo incorporar, en los flujos de interacción simbólica entre la comunidad y la escuela, dinámicas de legitimación de su cultura y proyectos societales. Estas dinámicas, sin embargo, se ven tensionadas por las concepciones de interculturalidad que promueve el Estado a través de la escuela y las perspectivas que las comunidades construyen desde los liderazgos sociopolíticos. En el marco de estas tensiones, el artículo explora los modos en que la construcción del curriculum intercultural revela asimetrías que, al interior de los dispositivos pedagógicos de legitimación, existen entre los epistemes mapuche y el moderno-occidental-escolar. Así también, se pone énfasis en la activación de la memoria y el conflicto entre racionalidades que han conducido, aún de manera disgregada, a las comunidades a iniciar procesos re-etnizadores y plantearse proyectos político-educativos propios. The emergence of intercultural bilingual education in Mapuche-Williche communities of southern Chile is implying, among other processes of socio-political significance, activation of the collective and historical memory, allowing to incorporate flows of symbolic interaction between the community and school, legitimation dynamics of their culture and societal projects. These dynamics, however, are stressed by the conceptions of multiculturalism that promotes the state through school and the perspectives that the communities built from sociopolitical leaderships. In the context of these tensions, the article explores the ways in which the construction of intercultural curriculum reveals asymmetries that, within pedagogical legitimation devices exist between the Mapuche and the modern-western-school epistemes. Also, emphasis is placed on the activation of the memory and the conflict of rationalities that have conducted communities, still in a disaggregated way, to start a re-ethnicity process and consider their own political-educational projects.

Chapitre

Real Indians: Cultural revitalization and fundamentalism in Aboriginal education.

Article scientifique

Reclaiming scholarship: Critical indigenous research methodologies.

According to Maori scholar Linda Tuhiwai Smith (1999), "From the vantage point of the colonized . . . the word 'research' . . . is probably one of the dirtiest words in the indigenous world's vocabulary" (p. 1). This is because research invokes, for indigenous communities, past and present incidents of abusive, exploitative research practices. Yet many indigenous scholars, although recognizing the reasons for why indigenous communities remain distrustful of researchers, argue that research can serve beneficial purposes when it is driven by community interests and undertaken with attention paid to the complexity, resilience, contradiction, and self-determination of these communities. For this reason indigenous scholars have been calling for indigenous communities to (re) claim research and knowledge-making practices that are (1) driven by indigenous peoples, knowledges, beliefs, and practices; (2) rooted in recognition of the impact of Eurocentric culture on the history, beliefs, and practices of indigenous peoples and communities; and (3) guided by the intention of promoting the anticolonial or emancipatory interests of indigenous communities. CIRM is a response to this call. A Critical Indigenous Research Methodologies (CIRM) perspective fundamentally begins as an emancipatory project rooted in relationships and is driven explicitly by community interests. Admittedly, CIRM shares similarities with other critical perspectives, most notably in its commitment that research should be driven by the community; that it should serve the needs of the community; and that the research endeavor should work to ultimately recognize basic human, community, and civil rights. However, other facets of CIRM make it distinct from other critical approaches. Specifically, CIRM is rooted in indigenous knowledge systems and recognizes the role of indigenous beliefs and practices in the construction and acquisition of knowledge—this recognition serves to influence the techniques (methods) and expectations guiding the research process. CIRM recognizes that indigenous peoples think and behave in ways unique to their worldviews and experiences and thus places a heavy emphasis on the role relationships, responsibility, respect, reciprocity, and accountability play in our interactions with the human, physical, and spiritual world around us. In addition, CIRM is driven by a belief that information and knowledge are sometimes esoteric; that the knowledge uncovered through scientific inquiry does not solely belong to the researcher; and that the acquisition of knowledge requires one to enter into a relationship with those ideas—to learn from them, to care for them, and to pass them on to the next generation. From a CIRM perspective, knowledge is sacred and to be entrusted with it carries great responsibility, thus adding a seriousness to subsequent decisions researchers make in terms of how and when to ask for information and how and when to share the knowledge with which they have been entrusted. Finally, CIRM specifically recognizes the political positioning of indigenous peoples in contemporary societies and reasons that it is of litde use to create frameworks rooted in these principles of relationships, reciprocity, and responsibility if these methodologies do not also promote emancipatory agendas that recognize the self-determination and inherent sovereignty of indigenous peoples. (PsycInfo Database Record (c) 2021 APA, all rights reserved)