Ressources externes

Article scientifique

The Changing Face of Aboriginal Education in Rural and Northern Canada.

La tâche initiale de ma quête a été d'examiner ma propre experience d'apprentissage au sein du systeme scolaire officiel a Onyota'a:ka. Je me rends compte aujourd'hui a quel point ma voix etait alors brimée, etouffée. La politique gouvernementale d'imposer le programme d'enseignement officiel et de transformer les esprits a eu un effet devastateur sur les collectivites autochtones. L'héritage de nos ancêtres - soit les connaissances, valeurs, aptitudes et interets traditionnels- a été occulté pendant un certain temps. De nos jours, ces traditions et valeurs ont été revitalisées dans de nombreuses collectivités autochtones au Canada qui ont retrouvé leur voix et la force de créer une education qui leur permette de grandir et de se développer.

Article scientifique

The Double Force of Vulnerability. Ethnography and Environmental Justice.

This article reviews ethnographic literature of environmental justice (EJ). Both a social movement and scholarship, EJ is a crucial domain for examining the intersections of environment, well-being, and social power, and yet has largely been dominated by quantitative and legal analyses. A minority literature in comparison, ethnography attends to other valences of injustice and modes of inequality. Through this review, we argue that ethnographies of EJ forward our understanding of how environmental vulnerability is lived, as communities experience and confront toxic environments. Following a genealogy of EJ, we explore three prominent ethnographic thematics of EJ: the production of vulnerability through embodied toxicity; the ways that injustice becomes embedded in landscapes; and how processes like research collaborations and legal interventions become places of thinking and doing the work of justice. Finally, we identify emergent trends and challenges, suggesting future research directions for ethnographic consideration.

Article scientifique

The Education of Inuit Youth in Nunavik: Teachers’ and Students’ Perspectives.

This article draws on data collected in Nunavik between 2011 and 2014 to describe the perceptions of Inuit students and their teachers (Inuit and non-Inuit) about their motivation, the purpose of schooling, the quality of their relationships, and the pedagogical choices and approaches that influence their perseverance. Informed by critical Indigenous methodologies, the research was conducted with the approval of Kativik Ilisarniliriniq, the School Board of Nunavik. A wide range of research tools was used to facilitate participation by teachers from the French, English, and Inuit sectors, in elementary (Kindergarten to Grade 6) and high school (Grades 7 to 11), and participation by students from the French and English sectors (Grades 8 to 11).À partir des données recueillies au Nunavik entre 2011 et 2014, cet article met en lumière la perception des élèves Inuit et leurs enseignants (Inuit et non-Inuit), sur comment leur motivation, le but scolaire, la qualité de leurs relations, et les pratiques pédagogiques influencent leur persévérance. Informée par les méthodologies critiques autochtones, la recherche a été menée avec l’approbation de la Commission scolaire Kativik Ilisarniliriniq. Un large éventail d’outils de collecte de données a été mis en place pour faciliter la participation des enseignants de primaire et secondaire, des secteurs francophones, anglophones et inuit, ainsi que des élèves du secondaire (secteurs francophone et anglophone).

Article scientifique

The importance of place in indigenous science education.

In this issue of Cultural Studies of Science Education, Mack and colleagues(Mack et al.2011) seek to identify the necessary components of science education inIndigenous settings. Using a review of current research in informal science education inIndigenous settings, along with personal interviews with American educators engagedin these programs, the authors suggest some effective practices to use Indigenous ways ofknowing to strengthen science programming. For the past 4 years, we have been interestedin the importance of place in culturally relevant science education. We have explored therole of place and have used Gruenewald’s critical pedagogy of place (2003) to examine theimportance of place in a variety of Indigenous contexts. In response to Mack and col-leagues, in this paper we explore the importance of place as a means to reinhabituateIndigenous youth who live in urban, First Nation, and rural Costa Rican contexts.

Chapitre

The land is the first teacher: The Indigenous knowledge instructors’ program.

Livre

The Palgrave Handbook of African Education and Indigenous Knowledge.

This handbook explores the evolution of African education in historical perspectives as well as the development within its three systems–Indigenous, Islamic, and Western education models―and how African societies have maintained and changed their approaches to education within and across these systems. African education continues to find itself at once preserving its knowledge, while integrating Islamic and Western aspects in order to compete within this global reality. Contributors take up issues and themes of the positioning, resistance, accommodation, and transformations of indigenous education in relationship to the introduction of Islamic and later Western education. Issues and themes raised acknowledge the contemporary development and positioning of indigenous education within African societies and provide understanding of how indigenous education works within individual societies and national frameworks as an essential part of African contemporary society.

Article scientifique

The places of pedagogy: or, what we can do with culture through intersubjective experiences.

Beginning by highlighting considerations of the intersections among social and ecological issues and the recent diversification of critical pedagogy, this paper suggests means by which approaches such as Gruenewald’s (2003) “critical pedagogy of place” can be expanded to accommodate a broader range of possible places of pedagogy. The paper is centrally concerned with what happens when we consider socio‐ecological learning, not as occuring via cognitive critique or embodied place‐based experience, but rather as taking place in between the thought and the sensed via a range of intersubjective experiences. It suggests that these intersubjective locations that comprise the “where” of the learning of the student can be particular physical places, but can also be in and of experiences of friendship, art, literature, irony, cultural difference, community. By expanding our possible repertoire of “pedagogical arts,” or the range of intersubjective places and spaces of pedagogy engaged, we are able to conceptualise and practise education in ways that enable a deeper connection to place but also opportunities for other modes and outcomes of student learning. In particular, the paper outlines the possibilities for learning and cultural formation enabled by spaces of collective youth engagement.

Chapitre

The Quest for Community Control at Yirrkala School.

The Yolŋu goal of community control of education at Yirrkala was a key indicator of their aim to regain their right to determine and manage their lives and their country of north-east Arnhem Land. The 1963 and 1968 Yirrkala Bark Petitions conveyed a clear assertion of Yolŋu rights to their land, their languages, their traditions and their culture. It was an unequivocal message that Yolŋu had not abandoned their claim to the right to self-determine their lives including control of the education of their children. Twenty years later, during the 1980s, the vision to provide Yolŋu guidance, direction and control in their children’s education was continuing to evolve and was coming to fruition. We see here a record of the expressed wishes of the Yolŋu and their efforts to put into place the integral pieces of the plan for the growth and consolidation of community control of education at Yirrkala and Homeland Centres. Bilingual education was a development that produced a number of outcomes that directly contributed to community control of education.

Livre

The renaissance of American Indian higher education : capturing the dream.

The Native American Higher Education Initiative (NAHEI), a W.W. Kellogg Foundation project, has supported the development and growth of centers of excellence at Tribal Colleges and Universities across the United States. These are centers of new thinking about learning and teaching, modeling alternative forms of educational leadership, and constructing new systems of post-secondary learning at Tribal Colleges and Universities. This book translates the knowledge gained through the NAHEI programs into a form that can be adapted by a broad audience, including practitioners in pre-K through post-secondary education, educational administrators, educational policymakers, scholars, and philanthropic foundations, to improve the learning and life experience of native (and non-native) learners.

Livre

The Seventh Generation: Native Students Speak About Finding the Good Path.

Many American Indian, First Nations, and Alaska Native cultures have prophecies about the "Seventh Generation"--young people who will have a spiritual and cultural awakening and lead the regeneration of the nations and the earth. This book honors the Seventh Generation. It draws on the words of 120 Native youth, interviewed in the United States and Canada, to share what can be learned from their stories of success, failure, growth, and resilience. Chapters focus on themes that emerged in these stories: glimpses into the lives of Native youth, factors that influence how youth develop a Native identity, things that make life and school difficult, ways that students handle difficulty, different intellectual gifts and how they may be used to help one's people, finding the help and motivation to succeed in school, and how students found the "good path" and where it has taken them. The final chapter, written especially for teachers and youth workers, provides information about how to help Native youth develop resiliency and gives more detail about the research methods used and the philosophy underlying this unusual project. Interspersed throughout the book are short fictional "teaching stories" meant to illustrate common dilemmas faced by Native youth and possible responses. Discussion questions are included to help youth use the stories as starting points for voicing their own concerns and experiences and for considering how they too might find the good path.