External resources

Livre

Aboriginal education: Fulfilling the promise.

Education is at the heart of the struggle of Aboriginal peoples to regain control over their lives as communities and nations. The promise of education is that it will instruct the people in ways to live long and well, respecting the wisdom of their ancestors and fulfilling their responsibilities in the circle of life. Aboriginal Education documents the significant gains in recent years in fulfilling this promise. It also analyzes the institutional inertia and government policies that continue to get in the way.The contributors to this book emphasize Aboriginal philosophies and priorities in teaching methods, program design, and institutional development. An introductory chapter on policy discourse since 1966 provides a context for considering important achievements and constraints in transforming Aboriginal education into an instrument of self-determination. A number of the chapters are drawn from reports and papers prepared for the Royal Commission on Aboriginal Peoples as background to its 1996 report. They cover a broad range of subjects: educational practice from elementary to post-secondary levels; initiatives in language conservation and communications media; the development of Aboriginal institutions; and policy discourse among Aboriginal, federal, provincial, and territorial bodies.As the authors make clear, Aboriginal education continues to be practised on an intensely political terrain. While governments fund particular Aboriginal initiatives, the homogenizing pressures of a globalizing society are relentless. Political gains in negotiating self-government thus establish the context in which the distinctiveness of Aboriginal education and cultures is sustained.This book is a valuable resource for administrators, educators and students with an interest in Aboriginal issues and educational reform.

Livre

Aboriginal Pedagogy: Aboriginal Teachers Speak out.

What happens when Aboriginal teachers try to make their community schools less like 'whitefella' schools? For many years Northern Territory aboriginal teachers have been worried that Western schooling was helping to destroy their own Aboriginal cultures. They came to understand that it might be possible to invent Aboriginal ways of schooling so that Aboriginal teachers and students would feel comfortable with education in their communities. The teachers whose stories are told here tried to change the nature of their community schools, but they encountered extraordinary resistance to their efforts. Sometimes the resistance reflected explicit racism, sometimes an inability by whites to understand the problems Aboriginal people face and their own part in these problems.

Article scientifique

Alaska Native Education: History and Adaptation in the New Millenium.

For the Yupiaq people, culture, knowing and living are intricately interrelated. Living in a harsh environment requires a vast array of precise empirical knowledge to survive the many risks due to conditions such as unpredictable weather and marginal food availability. To avoid starvation they must employ a variety of survival strategies, including appropriate storage of foodstuffs that they can fall back on during the time of need. Their food gathering and storage must be efficient as well as effective. If this were not so, how could they possibly hope to survive? To help them achieve this balance, they have developed an outlook of nature as metaphysic.

Article scientifique

Alaska Native Indigenous knowledge: opportunities for learning mathematics.

Article scientifique

Always together, yaka gäna: Participatory research at Yirrkala as part of the development of a Yolngu education.

Outlines important aspects of the use of research in the development of education and schooling at a Yolngu community in Arnhem Land, Northern Territory. History of schooling in the community; Teacher education as part of community research; Theory of Yolngu education.

Livre

American Education: A History.

American Education: A History, Sixth Editionis a comprehensive, highly regarded history ofAmerican education from precolonial times to the present. Chronologically organized, itprovides an objective overview of each major period in the development of Americaneducation, setting the discussion against the broader backdrop of national and worldevents. In addition to its in-depth exploration of Native American traditions (includingeducation) prior to colonization, it also offers strong, ongoing coverage of minorities andwomen. This much-anticipated sixth edition brings heightened attention to the historyof education of individuals with disabilities, of classroom pedagogy and technology, ofteachers and teacher leaders, and of educational developments and controversies of thetwenty-first century.

Article scientifique

An Anthropology of Knowledge.

Whereas previous Sidney Mintz lectures have celebrated Mintz’s work on inequality, racism, and ethnicity, I have chosen to speak to the broadest scope of his research and teaching in anthropology. A comparative perspective on human knowledge allows us to unravel a number of aspects of the cultural worlds which people construct. I argue that knowledge always has three faces: a substantive corpus of assertions, a range of media of representation, and a social organization. Using ethnographic materials from New Guinea and Bali and also from our own universities, I try to show how in different traditions of knowledge these faces will interrelate in particular ways and generate tradition-specific criteria of validity for knowledge about the world. Thus the trajectory of a tradition of knowledge will be to a large extent endogenously determined. This implies not a diffuse relativism of “anything goes” but a relativism in which we can demonstrate how already established thoughts, representations, and social relations to a considerable extent configure and filter our individual human experience of the world around us and thereby generate culturally diverse worldviews.

Article scientifique

Analyzing entangled territorialities and indigenous use of maps: atikamekw nehirowisiwok (quebec, canada) dynamics of territorial negotiations, frictions, and creativity. 

This paper highlights the relevance of analyzing entangled territorialities and Indigenous use of maps in order to better understand what Lévy describes in terms of “spatial capital”—the socio‐economic dynamics and power relationships maintained and negotiated between the stakeholders interacting within the Indigenous forestland. More specifically, it discusses the entanglement dynamics of land tenures coexisting today within Nitaskinan, the ancestral territory claimed by the Atikamekw Nehirowisiwok. Within Nitaskinan, members of the First Nation negotiate the continuity of their practices, occupation, and use of ancestral hunting territories with state institutions, logging companies, and non‐Indigenous members of civil society who have interests in the land resources. All these stakeholders implement different territorial regimes that interact and sometimes conflict. Based on concrete ethnographic examples, the analysis presented here focuses on the compromises, frictions, resistance, and creativity that are part of territorial coexistence between Indigenous and non Indigenous people. Cet article souligne la pertinence d'analyser les territorialités enchevêtrées et l'utilisation des cartes par les revendiqué par les Atikamekw Nehirowisiwok. Au sein de Nitaskinan, les membres de la Première nation négocient la continuité de leurs pratiques, occupations et utilisation des territoires de chasse ancestraux avec les institutions de l'État, les sociétés forestières et les membres non autochtones de la société civile, acteurs qui ont tous des intérêts dans l'utilisation des ressources naturelles. Ces acteurs mettent en œuvre différents régimes territoriaux qui interagissent et parfois s'opposent. Basée sur des exemples ethnographiques concrets, l'analyse présentée ici se concentre sur les compromis, les frictions, les résistances et la créativité qui font partie de la coexistence territoriale entre les peuples autochtones et non autochtones.

Communication

Animating Sites of Postcolonial Education: Indigenous Knowledge and the Humanities.

Postcolonial is not only about the criticism and deconstruction of colonization and domination, but also about the reconstruction and transformation, operating as form of liberation from colonial imposition. But dismantling or effecting brutal oppression and domination are no easy targets, and as a result, can be overwhelming. So part of my aspiration is envisioning practices for transformation, acts of hope and finding light in the seeming darkness. Hence, my paper today is both the acknowledgement of the colonial system that has triggered Indigenous peoples’ trauma and disconnection with many aspects of education and themselves and an articulation of aspirations for transformation and healing through education and in particular, through a newly understood Indigenous humanities. I offer some thoughts about how this transformation translates into constructing new relations, new frames of thinking and educational processes, not as mere products or ‘wishful fictions,’ but as processes that engage each of us to rethink our present work and research in and through the Indigenous humanities.

Article scientifique

Anishinaabemowin Oodenang. Préservation et revitalisation d’une langue citadine autochtone.

Le présent article explore les motivations, méthodes et la concertation d’un peuple autochtone, celui des Anishinaabeg (également connus sous les dénominations d’Ojibway, Saulteaux, ou Chippewa), dans leur effort de préserver et revitaliser leur langue ancestrale dans des zones urbaine du Canada. Pourquoi ces citadins ont-ils choisi cette démarche de conservation et de revitalisation de l’Anishinaabemowin (la langue Anishinaabeg) dans un contexte qui exerce une énorme pression d’assimilation sur les non anglophones ? À quelles méthodes les Anishinaabeg des villes ont-ils recours pour continuer à parler leur langue ? À travers son expérience et ses entretiens avec d’autres activistes de la langue Anishinaabeg, l’auteur se livre à une enquête sur les motivations des Anishinaabeg en milieu urbain et sur les efforts pédagogiques pour redonner un souffle à l’Anishinaabemowin par le biais de réseaux des activistes de la langue Anishinaabeg, enseignants et étudiants. Enfin, cet article se prend à imaginer le futur de la langue Anishinaabeg préservée et revitalisée à partir de l’expérience des Kanaka Maoli (autochtones Hawaiiens), du recensement international fondé par la Déclaration de l’ONU sur les Peuples Autochtones et sur les « Appels à l’Action » en faveur de la revitalisation des langues autochtones en milieu urbain.This article explores the motivations, methods, and coordination of one Indigenous peuple, the Anishinaabeg (also known as Ojibway, Saulteaux, or Chippewa), as they strive to maintain and revitalize their ancestral language in Canadian urban areas. Why are urban residents choosing to maintain and revitalize Anishinaabemowin (the Anishinaabe language) in an environment that places enormous assimilative pressure on non-anglophones? What methods are urban Anishinaabeg using to continue speaking their language? The author’s experience and interviews with other Anishinaabeg language activists inform an investigation of urban Anishinaabe motivations and pedagogies for revitalizing Anishinaabemowin through networks of Anishinaabe language activists, learners, and teachers. Finally, this article imagines the future of Anishinaabe language maintenance and revitalization by drawing on the successes of the Kanaka Maoli (Indigenous Hawaiians), the international consensus established by the United Nations Declaration on the Rights of Indigenous Peuples, and Canada’s own Truth and Reconciliation Commission’s “Calls to Action” for a vision of urban Indigenous language revitalization.