External resources

Chapitre

S’approprier l’École. De quelques stratégies autochtones dans le Pacifique insulaire.

Livre

Saberes locales, paisajes y territorios rurales en América Latina.

El libro que presentamos ofrece estudios realizados en Argentina, Brasil, Colombia, Paraguay y México, en él se ha logrado reunir once estudios de caso que vienen a confirmar el conjunto de tesis y principios arriba señalados. Realizadas en contextos muy diferentes y hasta contrastantes, cada investigación contribuye a demostrar la existencia integrada de lo biológico y lo cultural, como una totalidad que es espacial y temporalmente ubicable, un ‘holón’, en el sentido en el que fue definido por Koestler (1972), como un conjunto o sistema que es autónomo y que posee la capacidad de autorregularse.

Mémoire

Savoir, pouvoir et territoire : acquisition et transmission des savoirs liés à l’univers forestier chez les manawani iriniwok (atikamekw de manawan).

Le savoir réfère à un ensemble d'éléments que la personne intègre pour interpréter le monde et pour agir au sein de celui-ci (Barth 1995 : 66, 2002 : 1). Chaque système de savoirs est basé sur des principes et des valeurs qui sont au fondement d'un complexe culturel particulier. Dans le cadre de ce mémoire, je ne prétends aucunement définir le savoir atikamekw, mais je tente plutôt de présenter quelques facettes - certains principes et codes éthiques locaux - qui agissent sur les modes d'acquisition et de transmission des savoirs liés à l'univers forestier atikamekw. Ce mémoire est le résultat d'un séjour de terrain à Manawan en 2009 et de mes expériences et de mon intégration au sein des réseaux sociaux locaux. Les rapports d'échanges entretenus, les formes d'autorité socialement reconnues, les contextes et les modes de diffusion des savoirs sont tous des aspects inhérents à la connaissance et un pas aussi à la reconnaissance des processus de la production comme de la reproduction des systèmes de savoirs locaux. Ils sont en même temps ce sur quoi s'appuient les structures et les conceptions locales liées au pouvoir et au politique.Knowledge refers to a set of elements that a person uses to interpret the world and act within it (Barth 1995: 66, 2002: 1). Each system of knowledge is based on principles and values that underlie a particular cultural complex. In this thesis, I do not claim to define the Atikamekw knowledge system; however, I attempt to present some facets - certain principals and local codes of ethic - acting on the acquisition and transmission modes of knowledge related to the Atikamekw forest world, that I have taken into account through my experiences and integration into the local social network in Manawan in 2009. Maintaining trade relationships, socially recognized forms of authority, and the contexts and modes of knowledge dissemination, are all aspects inherent to the understanding and recognition of local knowledge production and reproduction processes. These aspects also form the base for local structures and concepts related to power and politics. El saber refiere a un conjunto de elementos que incluye a la persona en cuanto a su capacidad de interpretar y actuar en el mundo (Barth 1995: 66, 2002: 1). Cada sistema de conocimiento se basa en principios y valores de un complejo cultural. En esta tesis, no pretendo définir el conocimiento atikamekw, pero si intento presentar algunos aspectos - los principios éticos definidos localmente - que actùan sobre los modos de adquisiciôn y transmisiôn de conocimiento relacionados con el universo forestal atikamekw que he tornado en cuenta a partir de mi experiencia durante mi integraciôn en las redes sociales locales en Manawan en 2009. Las redes de intercambio, las formas de autoridad socialmente reconocida, los contextos y los modos de difusiôn del conocimiento, son aspectos inhérentes al reconocimiento de los procesos de producciôn y de reproducciôn del sistema de conocimientos locales. Asi mismo, estos aspectos son la base de las estructuras y las concepciones locales relacionados al poder y la politica.

Article scientifique

Shaping Indigenous Spaces in Higher Education: An International Virtual Exchange on Indigenous Knowledge (Alaska and Aotearoa).

While Indigenous faculty in higher education establish and expand ”spaces” for students to engage in discussions around Indigenous knowledge(s) and research, little systematic work has been done on expanding these conversations outside of local institutions, in spite of sometimes extensive interaction between Indigenous scholars in research and governance practices. In this paper we describe four international, virtual exchanges between Alaska and Aotearoa among students enrolled in the University of Alaska’s courses "Documenting Indigenous Knowledge" and "Communication in Cross-Cultural Classrooms," and Victoria University of Wellington's “Science and Indigenous Knowledge." We describe our design and architecture of the collaborative digital spaces, highlighting aspects that facilitated the engagement and learning of our students, and challenges. We describe the key impacts of the initiative through selected student commentary from students’ online forum posts and evaluations. Exchanges produced diverse outcomes for students, but three aspects that motivate us to continue the initiative are that virtual exchanges across international Indigenous spaces convey a critical sense of place, in local and global senses; (re-)orient students in terms of Indigenous identities; and cause students to reflect on their current and future roles in shaping spaces that promote Indigenous safety, participation and emancipation.

Article scientifique

Speaking back to Manifest Destinies: a land education-based approach to critical curriculum inquiry.

This article examines the ways in which settler colonialism shapes place in thesocial studies curriculum, producing understandings of land and citizenship ineducational settings. To do this, the author uses the emergent framework of landeducation to move forward the important projects of place-based education,especially its potential for centering indigeneity and confronting educationalforms of settler colonialism in environmental education. To emphasize howplace-based education can intersect with land education, the author outlines howa concept of place, informed by Indigenous knowledge, renders settlercolonialism visible. The author then describes how current models of place-based education differ from land education in a number of ways. Finally, using aland education approach, the author demonstrates how schooling, through socialstudies curriculum, transmits a settler colonial land ethic that must be madeexplicit in order to decolonize settler colonial relations attached to current peda-gogical models of place. The author insists land education–like environmentaleducation–must take place across the curriculum (k-16). However, land educa-tion implies a commitment to begin to understand the process of decolonizationthat takes seriously the centrality of settler colonialism.

Article scientifique

Spirit, Knowledge, and Vision from Our First Nations’ Sages.

Alaska Native peoples and other Indigenous peoples must relearn their languages as part of relearning to live close to nature in their own place. The links between traditional Yupiaq teaching stories and scientific concepts are discussed in relation to Indigenous world views, which are more relevant to environmental understanding than Eurocentric ones. (SV)

Chapitre

Starting with the land: Toward Indigenous thought in Canadian education.

Communication

Stratégie de collaboration au développement de l’école communautaire en milieu inuit: Le projet des écoles de Puvirnituq et d’Ivujivik.

Rapport

Stratégies et programmes mis en œuvre pour la défense, la sauvegarde et la revitalisation des langues autochtones : une introduction.

Le projet Yawenda – revitalisation de la langue huronne-wendat est le fruit d’une collaboration entre le Conseil de la Nation Huronne-Wendat (Wendake, Québec), l’Université Laval, l’Université du Québec en Abitibi Témiscamingue, le Conseil en éducation des Premières Nations et le First Peoples’ Heritage, Language and Culture Council. Il a pour objectif de faire revivre la langue wendat en créant du matériel pédagogique et en formant des enseignants qui la transmettront aux écoliers de niveau primaire ainsi qu’aux adultes désireux de l’apprendre.Yawenda (« La voix ») est une Alliance de Recherche Université-Communauté (ARUC) subventionnée par le Conseil de recherches en sciences humaines du Canada (CRSH), l’Université Laval et le Conseil de la Nation Huronne-Wendat.Les Documents de recherche Yawenda visent à mettre à la disposition du public des études scientifiques portant sur la nation huronne-wendat, sa langue en particulier, ainsi que, plus généralement, sur la revitalisation des langues autochtones menacées de disparition. Ce premier Document, préparé par Annik Chiron de la Casinière (Ph.D. en anthropologie), présente un vaste tour d’horizon des programmes de revitalisation langagière autochtone mis en œuvre depuis quelques années.

Livre

Surviving in different worlds: Transferring Inuit traditions from elders to youth.

Surviving in Different Worlds presents information from two workshops that brought Nunavut elders and young people together to discuss Inuit traditional knowledge. In these workshops, Inuit elders discussed a variety of topics including survival, marriage, shamanism, and legends.Inuit qaujimajatuqangit relates to a tradition of knowledge embedded in a hunting mode of existence. Survival depended on an extensive knowledge of the land and its inhabitants. People had to observe the weather, the land, the animals, and the rules of respect relating to them. Today, the generation of elders that grew up before the introduction of modern communities still preserves much of that knowledge. However, their number is dwindling. This book is a fascinating transfer of knowledge from elders to youth to preserve traditional Inuit knowledge.