Partenariat Savoirs et Éducation Autochtones

Partenariat Savoirs et Éducation Autochtones

¿Máaxo’on?

U múuch’ meyajil k’aj óolalo’ob yéetel u ka’ansajil máasewal kaajo’ob (ASEI ich kastelant’aan) ku meyaj yéetel junmúuch’ máako’ob ka’analtak u xooko’ob yéetel u mola’ayilo’ob máasewal kaajo’ob, tuláakal le je’elo’oba’ ku kaxtiko’ob u mu’uk’a’ankinta’al máasewal na’ato’ob yéetel u meyajil túumben ba’alo’ob yéetel xan u jejeláas túumben tuukulil ka’ansaj bey tu’ux ku ch’a’aj óolta’al u kajnáalilo’ob máasewal kaajo’obe’.

Tuláakal le máako’ob ku táakpajalo’ob te’ela’ ku tsaypachtiko’ob óoxp’éel tuukulil meyaj:

  • U yaantal jump’éel múuch’ meyaj tu’ux ku táakpajal investigadores yéetel u mola’ayilo’ob máasewal kaajo’ob yano’ob táanxel lu’umilo’ob uti’al u meeta’al jump’éel múuch’ meyajil tu yóok’lal u yaantal jump’éel ka’ansajil jela’an uti’al le taasa’an tumen le sak wíiniko’ob ichil le máasewal kaajo’obo’ (u meeta’al múuch’ meyajo’ob);
  • U ts’íibta’al, u ya’abkunsa’al yéetel u yila’al wa táan u meyajta’al tu beel le meyajo’ob tsaypachtik u mu’uk’a’ankunsa’al le máasewal na’ato’ob ichil u naajilo’ob ka’ansajil yano’ob ichil le máasewal kaajo’ob táakpaja’ano’ob te’ela’ (investigación yéetel u ya’abtal le meyajo’ob beya’)
  • U t’i’i’t’besa’al ichil óoxp’éel t’aano’ob (Francés, inglés yéetel kastelan) le nu’ukulo’ob, meyajo’ob yéetel u túumben tuukulil ka’ansaj meyajta’ano’ob uti’al le máasewal kaajo’ob táakpaja’ano’ob te’ela’ (u t’i’it’besa’al na’ato’ob).
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Tuukulo’ob nu’ukbesik ik meyaj

U yaakunta’al miaatsil yéetel máasewal t’aano’ob.

U táan óolta’al tuláakal le ba’alo’ob k’a’abettak ila’ab tumen le máasewal kaajo’ob táakpaja’ano’ob ichil u meyajil u ya’abkunsa’al túumben tuukulo’ob yéetel nu’ukulo’ob uti’al u yúuchul ka’ansajil tu’ux táakbesa’an bix u kuxtalo’ob.

U táan óolta’al bix u k’áato’ob kuxtal le máasewal kaajo’ob, je’el bix tu yóok’lal ka’ansaj xook yéetel bix u ka’ansik u tuukulo’ob.

U táakpajal ichil le jejeláas meyajo’ob ku k’áata’al tumen je’el makalmáak múuch’kabil ku meyaj ti’ jala’ache’ yéetel xan u mola’ayilo’ob máasewal kaajo’ob tu’ux ku kaxta’al ka ya’abak meyajo’ob tu yóok’lal ka’ansajil yéetel xan tu’ux ka táakbesa’ak k’aj óolalo’ob yéetel tuukulil bix u kaambal máak ichil máasewal kaaj.

Tu yóok’lal le kúuchila’

Le ba’ax ku kaxta’al te’ela’ ka yanak jump’éel múuch’ meyaj ichil le máaxo’ob táakpaja’ano’obo’, le meetike’ le páginaa’ jach k’aambe’en tumen ku ts’áaik u páajtalil u paaklan k’exta’al na’ato’ob yéetel jejeláas ba’alo’ob meeta’an tu yóok’lal u ka’ansajil máasewal kaajo’ob. Le sitio web ASEIo’, jump’éel kúuchil ts’áaik u páajtalil ti’ le máaxo’ob táakpaja’ano’ob ichilo’ u paaklan k’extik bix u yiliko’ob jejeláas túumben tuukulo’ob tu yóok’lal le ka’ansajo’obo’. Ichil le jejeláas ba’alo’ob ku meyajta’al te’ela’ jach ku chíikpajal le yaan u yilo’ob yéetel bix u ka’ansik u na’ato’ob le máasewal kaajo’ob táakpajlo’ob te’ela’. Le kúuchil tu’ux ts’áaja’an k’aj óoltbil le meyaja’ te’ láaj yaan tuláakal le jejeláas meyajo’ob meeta’an tu yóok’lal máasewal xooko’ (je’el bix: jejeláas ts’íibo’ob, videos tu’ux ku ye’esa’al jejeláas meyajo’ob, yéetel u jeelo’ob). Le kúuchil tu’ux yaan tuláakal le meyajo’oba’ múuch’ meyajta’an yéetel u Equipoil Desarrollo, Investigación yéetel Acción Colaborativa ti’ Contexto Educativo Indígena (Équipe de développement, de recherche et d’actions de collaboration en contexte éducatif autochtone – EDRACCÉA).

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Latest articles

William G. Demmert

Improving Academic Performance Among Native American Students: A Review of the Research Literature.

This literature review examines research-based information on educational approaches and programs associated with improving the academic performance of Native American students. A search reviewed ERIC's over 8,000 documents on American Indian education, as well as master's and doctoral dissertations and other sources of research on the education of Native Americans. Selected research reports and articles were organized into the following categories: early childhood environment and experiences; Native language and cultural programs; teachers, instruction, and curriculum; community and parental influences on academic performance; student characteristics; economic and social factors; and factors leading to success in college or college completion. The status of research and major research findings are reviewed for each of these categories; brief summaries of research findings with citations are included following the review of each category. Also included are an annotated bibliography of more than 100 research reports, journal articles, and dissertations, most published after 1985; and a bibliography of 23 additional references to other literature reviews and non-Native studies.

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Yves Sioui; Isabelle Picard; Louis-Jacques Dorais

Yawenda : projet de revitalisation de la langue huronne-wendate.

Yawenda : « la Voix ». C’est le nom d’un projet ARUC (Alliance de recherche université communauté) de cinq ans subventionné par le CRSH (Conseil de recherche en sciences humaines du Canada) depuis août 2007. L’objectif de Yawenda est de travailler à la revitalisation de la langue huronne-wendate, dont les tout derniers locuteurs ont disparu au tournant du xxe siècle. Le projet repose sur un partenariat entre le Conseil de la Nation huronne-wendat (CNHW), le Centre interuniversitaire d’études et de recherches autochtones (CIÉRA) de l’Université Laval, l’Université du Québec en Abitibi-Témiscamingue (UQAT), le Conseil en éducation des Premières Nations (CEPN) et la First Peoples’ Cultural Foundation (de Victoria, C.-B.).

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Yvonne Da Silveira

Le rapport à l'écrit d'enseignants inuit en formation.

La maîtrise de la langue écrite est un facteur incontournable de la réussite scolaire, l’école étant ancrée dans l’écrit. Pour l’élève ou l’enseignant inuit, cela implique d’être confronté à la double réalité d’une culture première, orale, et d’une seconde, scolaire et écrite. Or l’enseignant a pour tâche de socialiser l’élève à cette dernière. À la suite de deux cours portant sur l’identité culturelle, l’éducation et le développement institutionnel donnés aux enseignants inuit dans le cadre d’un programme de formation des maîtres, nous nous sommes intéressée à leur rapport à l’écrit. Nos observations proviennent de cours donnés dans un village du Nunavik à l’automne 2007 et à l’hiver 2008. Notre discussion soulève des questions concernant la formation d’enseignants inuit dans des contextes multiculturels.Proficiency in writing skills is essential to academic success, school being based on written materials. For Inuit students or teachers, this implies confronting the dual reality of a first culture that is oral and a second that is written and academic. Teachers therefore have the task of socialising their students into the second culture. Following two courses on cultural identity, education, and institutional development for Inuit teachers in a teacher-training program, we became interested in their relationship to written materials. Our observations were collected from courses in a Nunavik village during the fall of 2007 and the winter of 2008. Our discussion raises questions about the training of Inuit teachers in multicultural contexts.

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Tracy Lynn Friedel

Urban Indigenous youths' perspectives on identity, place and place-based learning and the implications for education.

This a study centered on a non-formal place based learning program delivered to ten First Nation and Metis urban youth during the summer and fall of 2006. I used Cajete's (2000a) notion of curricula as maps, the growing body of literature associated with place-based learning (Gruenewald, 2003), and understandings of place as known by Indigenous Elders and academics (Kawagley & R. Barnhardt, 1999) to initiate a program that sought to teach at the intersection of knowledge and nature. Place-based education has special significance in contexts where Indigenous people have developed a deep, longstanding relationship to the place in which they have lived for millennia. Newhouse & Peters (2003) importantly point out that when Aboriginal people move into cities, unlike other urban in-migrants, very often they are travelling within their traditional territories.The intent of the study was to garner an understanding of how urban Native youth experience identity, place and education in the early twenty-first century. I employed both a conventional and visual research approach to data collection, the latter helping to privilege the frequently silenced voices of Indigenous youth. The use of a visual research method along with critical race theory (CRT) in qualitative research (Parker & Lynn, 2002) allow for greater emphasis on the 'voice' of participants, male and female, fourteen to sixteen years of age. Made explicit through their voice is that race and racism heavily influence their sense of Indigenous identity and experience of place on the Canadian prairies. Using CRT in education (Ladson-Billings, 1999), I highlight the contradictions produced by an ecology-focused place-based learning for urban Native youth. I argue that an uneven emphasis on environmental, rural, and outdoor learning in place-based education, at times tied to the discourses of authenticity and neo-primitivism, obscures ongoing oppression and a full analysis of the ways in which identities are constructed and maintained in the domination of peoples, places, and knowledges. Suggested by this research is an alternative conception of place-based learning that is concerned with the local environment in ways that resonate with anti-racist education and the noncompartmentalized ways of knowing available in Indigenous knowledge systems.

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