External resources

Rapport

Indigenous Navigator: Innovating Indigenous Education through the Small Grants Facility.

Texte professionnel

Indigenous peoples’ experiences with the formal education system: the case of the kenyan pastoralists.

Article scientifique

Indigenous post-secondary institutions in Canada and the U.S.

The movement, in Canada and the United States, to establish and maintain postsecondary institutions controlled by Indigenous peoples is part of broader Indigenous North American struggles to effect positive change on current circumstances and contribute to the creation of a truly liberating education in the face of historical and continuing colonial systems of marginalization. This article compares these processes in Canada and the United States, using an historical approach to a systems-level analysis to explore the past and present structures and purposes of these Indigenous postsecondary institutions as well as the past and present policies that shape them, with reference to the ways in which these institutions grow from and contribute to the decolonization of Indigenous communities.

Article scientifique

Indigenous Principles Decolonizing Teacher Education: What We Have Learned.

Although teacher education programs across the country are currently under significant review and reform, little attention is paid to the importance of Indigenous principles that could inform or transform them. Attention to Indigenous principles such as those presented in this paper can, we believe, serve to decolonize teacher education, offering programs that enable greater success for a wider array of diverse students, both Aboriginal and non-Aboriginal, and address their needs and interests. The intent of this paper is to draw attention to the ways Indigenous principles offered by Lil’wat scholar Lorna Williams have influenced one teacher education program, and to share some of the ways that these principles have been enacted within the program. We offer our perspectives as narrative accounts of what we have done in our courses and in our teacher education program that reflect the principles explained in the paper. We do not feel we can express this perspective any different other than to recount shifts made and our observations as educators. These could be expressed as case studies but this would only be paying lip service to claiming a methodology that was not really followed. We offer this paper more as a sharing of narratives drawn to the indigenous principles. Authenticity comes from our common perceptions from different perspectives in the program.

Article scientifique

Indigenous research: Aboriginal knowledge creation.

Article scientifique

Indigenous ways to go to school: Exploring many visions.

Indigenous schools are sites of negotiation between cultures in contact, and evidence cultural creativity in an unpredictable diversity of educational designs which defy accepted theoretical and methodological packages. Among other world contexts, Canadian Inuit and Mohawk situations illustrate this meeting of formal and traditional educational models, and suggest the dangers in oversimplified ‘learning style’ dichotomies. The meeting of formal and traditional learning and teaching is very significantly played out in the evolution of new and complementary language forms in indigenous schools. The western cultural package of standard literacy practice, schooling, and abstract thought is being opened up and challenged. As the focus expands from ‘what’ (content) to ‘how’ (process) and to ‘why’ (values and meaning), there is reason for optimism over the cultural negotiation of indigenous education. Emerging ‘third cultural realities’ offer paths to cultural survival beyond assimilation, isolation, or anomie.

Texte professionnel

Indigenous Wisdom in bilingual intercultural education: a field of struggle.

Article scientifique

Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum.

In this article, I argue that settler colonial violence is manifest both in the experiences of Indigenous young people in their engagement with the education system, and in the fact that despite a decade of targeted efforts to close the gap in Indigenous educational ‘disadvantage’– it still remains. Drawing on a small qualitative study undertaken with Indigenous high school students from across New South Wales, Australia, this research reveals that the dismissal of Indigenous knowledge, stories and perspectives within the classroom is reflective of the broader absence in education policy of a critical engagement with the past and how it impacts both the present and the future. Before concluding, I bring settler colonial theory in relation to sociologist Johan Galtung’s conceptualisation of violence to put forward a complex reading of Indigenous educational disadvantage as a product of colonial dispossession.

Article scientifique

Internationalization of an Indigenous anticolonial cultural critique of research methodologies: A guide to Indigenist research methodology and its principles.

Article scientifique

Intersections of indigenous and environmental history in Canada.

The relationship between environmental and Indigenous history is complex and still evolving. As the Truth and Reconciliation Commission of Canada reminds us, land dispossession is not simply an historical phenomenon, but one that continues to affect Indigenous communities and Indigenous-settler relations in the present day. This article takes an historiographical approach to examining issues related to decolonizing research practices that privilege Indigenous perspectives, differing cultural views of resources and the environment, and the colonizing impacts of industrial and extractive practices on Indigenous communities. It argues that more scholars should incorporate gendered perspectives, and that they analyze Indigenous history in ways that respect our own national boundaries on Turtle Island.