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
Article scientifique
This article tracks the creation of a cultural apprenticeship program in the Mohawk community of Akwesasne. The program aims to give youth in the community the necessary skills, knowledge and experiences in land, language and culture to help the Mohawks of Akwesasne retain and regenerate land based practices in the community. The program arose from Akwesasne’s participation in the Natural Resources Damages Assessment (NRDA) process. This is the legal process that resulted from the 1981 “Superfund” legislation in which corporations must provide redress to communities that have suffered from the egregious pollution of their local environments. Although constrained by the legal requirements of the process, the Mohawks of Akwesasne re-envisioned the process within a context of their own nationhood by focusing on these two questions: How has industrial pollution affected the Akwesasne Mohawks’ people’s way of life? And, what can be done to restore that way of life? This article explains how the research was carried out of the NRDA process and used to negotiate for the funds necessary to establish the cultural apprenticeship program.
Taiaiake Alfred
Article scientifique
In the process of exploring a collection of Nuu-chah-nulth narratives about the provider “Umeek” as learning sites, it became critical to understand the epistemological relationship between Nuu-chah-nulth ways of knowing, the territory, and the relationships between the two.The epistemology of Hisuk ish ts’awalk, or “oneness” (E.R. Atleo, 2004) provides clues to thelearning process in Nuu-chah-nulth culture. This paper begins to look at how territory isembodied by Nuu-chah-nulth and how Nuu-chah-nulth are/have been “embodied” by theterritory. Specifically, I look at some of these relationships within the territory of the confederated Ahousaht First Nations with a focus on sacred sites as touchstones for embodied knowledges.
Marlene Renate Atleo
Article scientifique
Taking the position that “critical pedagogy” and “place-based education” are mutually supportive educational traditions, this authorargues for a conscious synthesis that blends the two discourses intoa critical pedagogy of place. An analysis of critical pedagogy is pre-sented that emphasizes the spatial aspects of social experience. Thisexamination also asserts the general absence of ecological thinkingdemonstrated in critical social analysis concerned exclusively withhuman relationships. Next, a discussion of ecological place-based ed-ucation is offered. Finally, a critical pedagogy of place is defined. Thispedagogy seeks the twin objectives of decolonization and “reinhab-itation” through synthesizing critical and place-based approaches. Acritical pedagogy of place challenges all educators to reflect on therelationship between the kind of education they pursue and the kind of places we inhabit and leave behind for future generations.
David A. Gruenewald