External resources

Livre

Transcontinental Dialogues. Activist Alliances with Indigenous Peoples of Canada, Mexico, and Australia.

This volume presents pieces that do not take the usual political or geographic paradigms as their starting point. The particular dialogues from the margins that we present in this book arise from a rejection of the geographic hierarchization of knowledge, notably one in which the global south continues to be the space for fieldwork, while the global north is the place for its systematization and theorization.

Article scientifique

Transfer of Inuit qaujimajatuqangit in modern Inuit society.

Cet article examine la nature des savoirs inuit et leur transmission. À partir de notre expérience dans l’organisation d’ateliers avec des aînés et des jeunes au cours des 10 dernières années, nous avançons l’idée que la présentation de l’Inuit qaujimajatuqangit comme un corpus de savoirs qui pourrait être intégré dans les programmes d’études est une entreprise nécessairement biaisée. Nous suggérons qu’il faudrait accorder plus de place aux aînés inuit et à leur savoir en adaptant le système scolaire aux perspectives inuit et non l’inverse.This paper explores the nature and transfer of Inuit knowledge. Using our experiences in setting up workshops with elders and youths in the past 10 years, we argue that the notion that Inuit qaujimajatuqangit can be viewed as a corpus of knowledge that can be integrated into academic programs is necessarily flawed. We suggest that more room should be given to Inuit elders and their knowledge by adapting the school system to Inuit perspectives rather than the reverse.

Livre

Transforming the Culture of Schools: Yup’ik Eskimo Examples.

This book speaks directly to issues of equity and school transformation, and shows how one indigenous minority teachers' group engaged in a process of transforming schooling in their community. Documented in one small locale far-removed from mainstream America, the personal narratives by Yupík Eskimo teachers address the very heart of school reform. The teachers' struggles portray the first in a series of steps through which a group of Yupík teachers and university colleagues began a slow process of reconciling cultural differences and conflict between the culture of the school and the culture of the community.The story told in this book goes well beyond documenting individual narratives, by providing examples and insights for others who are involved in creating culturally responsive education that fundamentally changes the role and relationship of teachers and community to schooling.

Mémoire

Transmission des savoirs oraux dans les écoles inuit: étude du cas de la communauté d’Arviat (Nunavut).

Article scientifique

Treaties, truths, and transgressive pedagogies: Re-imagining indigenous presence in the classroom.

This essay contemplates the context of treaty and the values it offers as a way to imagine anew a just relationship between Indigenous and non-Indigenous peoples within the particular context of education. It begins with a theoretical meandering of sorts, a ‘thinking it through piece’, and asks, ‘What does the treaty relationship, as envisioned by Indigenous peoples, teach us about critical and respectful pedagogy? What are the tensions and contradictions involved in teaching from and through treaty. The essay then explores the implications of a treaty lens within formal schooling through including both Indigenous and non-Indigenous perspectives. Situating treaty within identity, relationship, and a sacred dialogue, the focus is less on treaty or treaties themselves and but rather explores the spirit and possibility of ‘treaty’, as imagined by Indigenous peoples, in thinking about transgressive pedagogies and practicing transformative dialogue.

Livre

Tsawalk: A Nuu-chah-nulth worldview.

Western philosophy has long held scientific rationalism in a place of honour. Reason, that particularly exalted human quality, has become steadily distanced from the metaphysical aspects of existence, such as spirit, faith, and intuition.In Tsawalk, hereditary chief Umeek introduces us to an alternative indigenous worldview -- an ontology drawn from the Nuu-chah-nulth origin stories. Umeek develops a theory of "Tsawalk," meaning "one," that views the nature of existence as an integrated and orderly whole, and thereby recognizes the intrinsic relationship between the physical and spiritual. By retelling and analyzing the origin stories of Son of Raven and Son of Mucus, Umeek demonstrates how Tsawalk provides a viable theoretical alternative that both complements and expands the view of reality presented by Western science. Tsawalk, he argues, allows both Western and indigenous views to be combined in order to advance our understanding of the universe. In addition, he shows how various fundamental aspects of Nuu-chah-nulth society are based upon Tsawalk, and what implications it has today for both Native and non-Native peoples.A valuable contribution to Native studies, anthropology, and philosophy, Tsawalk offers a revitalizing and thoughtful complement to Western scientific worldviews.

Article scientifique

Un bilinguisme stable est-il possible à Iqaluit?

De nombreux locuteurs de la langue inuit à Iqaluit (Nunavut) expriment le désir que la situation linguistique évolue idéalement vers un bilinguisme stable. Néanmoins, les efforts de promotion de la langue inuit n’infléchissent pas nettement la dynamique de perte de la langue dans la capitale du territoire. Étudier le rôle de l’écriture dans la recherche de ce bilinguisme stable permet une meilleure compréhension des choix langagiers chez les locuteurs bilingues. Les attitudes des locuteurs montrent que pour consolider la transmission intergénérationnelle il faut prendre en compte une tendance à la marginalisation de l’écrit en langue inuit au quotidien.

Article scientifique

Understanding Aboriginal Learning IdeologyThrough Storywork with Elders.

Five Nuu-chah-nulth Elders engaged in the examination of a Nuu-chah-nulth story forwhat they considered learning. A network of eight learning archetypes inhabited the storyto demonstrate a range of learning strategies. The Elders identified features central to acultural learning project, which included prenatal care and grandparent teaching, spiritual bathing, partnerships, ritual sites, and ancestor names. Learning strategies were understood as embedded and embodied in the form of characters displaying the archetypes.The storywork process used by the Elders, systematized as phenomenological orienteering and operationalized as metaphorical mapping, was found to be a useful methodology.Five Nuu-chah-nulth Elders engaged in the examination of a Nuu-chah-nulth story forwhat they considered learning.Cinq aînés nuuchahnulth ont participé à une étude portant sur un récit nuuchahnulth qui avait, selon eux, une visée pédagogique. Le récit comporte un réseau de huit archétypes pédagogiques qui illustrent une gamme de stratégies d’apprentissage. Les aînés ont identifié des éléments clés d’un projet d’apprentissage culturel, dont les soins prénataux,l’enseignement par les grands-parents, le bain spirituel, les partenariats, les sites rituels et les noms ancestraux. L’on estimait que les stratégies d’apprentissage étaient intégrées dans les personnages qui leur donnaient corps en représentant des archétypes. Le processus deconstruction d’un récit qu’emploient les aînés, systématisé par une orientation phénoménologique et opérationnaliser par la représentation métaphorique, s’est avéré une méthodologie utile. Cinq aînés nuuchahnulth ont participé à une étude portant sur un récit nuuchahnulth qui avait, selon eux, une visée pédagogique. Le récit comporte un réseau de huit archétypes pédagogiques qui illustrent une gamme de stratégies d’apprentissage. Les aînés ont identifié des éléments clés d’un projet d’apprentissage culturel, dont les soins prénataux, l’enseignement par les grands-parents, le bain spirituel, les partenariats, les sites rituels etles noms ancestraux. L’on estimait que les stratégies d’apprentissage étaient intégrées dans les personnages qui leur donnaient corps en représentant des archétypes. Le processus de construction d’un récit qu’emploient les aînés, systématisé par une orientation phénoménologique et opérationnaliser par la représentation métaphorique, s’est avéré une méthodologie utile.

Rapport

Une synthèse des connaissances sur la réussite et la persévérance scolaires des élèves autochtones au Québec et dans les autres provinces canadiennes.

Article scientifique

Unsettling the Land Indigeneity, Ontology, and Hybridity in Settler Colonialism.

Th is article examines diff erent ontologies of land in settler colonialism and Indigenous movements for decolonization and environmental justice. Settler ontologies of land operate by occluding other modes of perceiving, representing, and experiencing land. Indigenous ontologies of land are commonly oriented around relationality and reciprocal obligations among humans and the other-than-human. Drawing together scholarship from literatures in political economy, political ecology, Indigenous studies, and post-humanism, we synthesize an approach to thinking with land to understand structures of dispossession and the possibilities for Indigenous revitalization through ontological hybridity. Using two diff erent case studies—plantation development in Indonesia and land revitalization in the Confederated Salish & Kootenai Nation—we further develop how settler and Indigenous ontologies operate on the ground, illumi-nating the coexistence of multiple ontologies of land. Given the centrality of land in settler colonialism, hybrid ontologies are important to Indigenous movements seek- ing to simultaneously strengthen sovereignty over territory and revitalize land- based practices.