Communication
Gisèle Maheux; Aipili Kenuayuak; Diane Simard; Viateur Paradis
Rapport
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.
Annik Chiron de La Casinière
Livre
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.
Jarich Oosten; Frédéric Laugrand
Livre
Taking Control is a critical ethnography of the Native Education Centre in Vancouver, British Columbia. It presents an intimate view of the centre, focusing on the ways that people who work there – First Nations students, board members, teachers, and non-Native teachers – talk about and put into practice their beliefs about First Nations control. As Michael Apple comments in the preface, their stories “provide concrete evidence of what can be accomplished when the complicated politics of education is taken seriously.”The study is based primarily on fieldwork conducted in the centre during the 1988-9 school year. At that time, over 400 adult students were enrolled in eleven programs ranging from basic literacy and upgrading to “skills training” including Native Public Administration, Family Violence Counselling, and Criminal Justice Studies. Selected words of the people interviewed figure prominently in the descriptions of everyday life in the centre. The author contextualizes people’s notions of taking control, first within the space where they work, a building specially created using cedar planks, glass, and hand-carved poles, and second in relation to the efforts by aboriginal people to control their formal education in British Columbia. The book also contains a brief history of the centre itself.The work engages theoretically with Foucault’s notion of power as a relation, juxtaposing it with the National Indian Brotherhood document Indian Control of Indian Education (1972). Views of the programs of study are a central focus of Taking Control, which also includes a self-reflexive analysis of the non-Native researcher’s position in a study of First Nations control.
Celia Haig-Brown
Livre
In recent decades, educators have been seeking ways to improve outcomes for Indigenous students. Yet most Indigenous education at the K-12 level still takes place within a theoretical framework based in Eurocentric thought.In Teaching Each Other, Linda Goulet and Keith Goulet provide an alternative framework for teachers working with Indigenous students – one that moves beyond acknowledging Indigenous culture to one that actually strengthens Indigenous identity. Drawing on Nehinuw (Cree) concepts such as kiskinaumatowin, or “teaching each other,” Goulet and Goulet provide a new approach to teaching Indigenous students.Just as beaders learn how to improve their own designs and techniques from watching others beaders work, kiskinaumatowin, when applied in the classroom, transforms the normally hierarchical teacher-student relationship by making students and teachers equitable partners in education. Enriched with the success stories of educators who use Nehinuw concepts in Saskatchewan, Canada, this book demonstrates how this framework works in practice. The result is an alternative teaching model that can be used by teachers anywhere who want to engage with students whose culture may be different from the mainstream.This book will be of interest to students and scholars of teacher education and to practising teachers and educators of K-12, particularly educators who work with Indigenous students
Linda M. Goulet; Keith N. Goulet
Livre
In 1987 Joanne Tompkins travelled to the Baffin Island community of Anurapaqtuq to take on the job of principal at the local school. This is the story of the four years she spent there and the many challenges she faced.
Joanne Elizabeth Tompkins
Article scientifique
Benoit Éthier
Article scientifique
Cet article analyse les modes de tenure foncière et de gestion des ressources des Atikamekw Nehirowisiwok (Haute-Mauricie, Québec), ainsi que les formes d’autorite ́et de responsabilité exercées au sein des territoires familiaux. Les concepts de « territorialités autochtones » et d’« ontologie relationnelle »nous permettent de mieux comprendre la nature et la teneur des relations que les Atikamekw Nehirowisiwok entretiennent avec leur univers forestier et les non-humains ; celui de « territorialité enchevêtrée» réfère aux modalités de la coexistence entre les régimes de valeurs autochtone et allochtone. Afin de démontrer la complexité et la dynamique de la territorialité nehirowisiw, l’analyse met l’accent sur quatre concepts locaux, soit Noctimik, Natoho aski, Atoske aski et Nitaskinan, chacun révélant une facette de cette territorialité dans le contexte contemporain.This article analyses land tenure and resource management patterns of the Atikamekw Nehirowisiwok (Upper-Mauricie, Quebec), as well as the forms of authority and respon-sibility carried out within family territories. The concepts of ‘‘indigenous territorialities’’ and ‘‘relational ontology’’ allow us to better understand the nature and content of the Atikamekw Nehirowisiwok’s relationships with their forest world and the non-humans; that of ‘‘entangled territorialities’’ refers to the modalities of coexistence between indigenous people and non-indigenous. In order to explain the complexity and dynamics of nehirowisiw territoriality, this analysis will focus on four local concepts, namely Noctimik, Natoho aski, Atoske aski and Nitaskinan, each revealing an aspect of their territoriality in the contemporary context.
Benoit Éthier; Sylvie Poirier
Thèse
El presente Trabajo de grado da cuenta de la sistematización de la práctica de campo realizada en la escuela ALA KUSREY YA MISAK PISCITAU, en el municipio de PIENDAMO ,Cauca, con los estudiantes de grado octavo y noveno de secundaria, de manera mancomunada con la línea de investigación INTERCULTURALIDAD,EDUCACION Y TERRITORIO, la cual busca aportar a los procesos de enseñanza propios en torno al concepto TERRITORIO, y la perspectiva que surge desde el saber ancestral de la comunidad indígena MISAK. El desarrollo del ejercicio cuenta con una propuesta de unidad didáctica en la cual se incluyen un taller de CARTOGRAFIA SEMIOTICA Y SOCIAL, y un juego de mesa llamado “ RECUPERANDO MI TERRITORIO”, herramientas propuestas como instrumentos de recolección de información y socialización con la comunidad en el marco de un escenario INTERCULTURAL de saberes en el cual se pone en debate los aportes del pensamiento occidental heredado a manera de proceso COLONIAL para la construcción de saber propio acerca del GRAN TERRITORIO MISAK ( NUPIRAU) . El ejercicio de investigación utiliza los aportes de la PEDAGOGIA DECOLONIAL como eje de análisis de los diferentes procesos de enseñanza dentro del resguardo del pueblo MISAK, que van en vía de la protección, recuperación y fortalecimiento del territorio y la identidad GUAMBIANA.
Diego Alexander Acevedo Quiroga