Résumés
Abstract
This paper reports on a Talking Circle of six beginning Aboriginal teachers who discussed their roles as teachers. Participants criticized teacher education programs for not preparing them to teach in ways that are respectful of Aboriginal languages and culture. They discussed the importance of coming to know themselves and their culture. The paper concludes with suggestions for decolonizing teacher preparation so that Aboriginal teachers are enabled as protectors of Aboriginal culture and brokers with Euro-Canadian culture.
Résumé
Cet article fait le compte-rendu des révélations faites par six nouveaux enseignants d’origine autochtone au cours d’un cercle de discussion sur leur rôle d’enseignant. Les participants ont reproché aux programmes de formation des maîtres de ne pas les préparer à enseigner de manière respectueuse du langage et de la culture autochtones. Par ailleurs, ils ont souligné l’importance d’apprendre à se connaître et à explorer leur culture. En conclusion, les auteurs suggèrent des approches pour décoloniser la préparation des enseignants d’origine autochtone afin de leur permettre d’agir comme protecteurs de la culture autochtone et agents d’échange culturel avec la culture euro-canadienne.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Acknowledgement
This research is supported by a 2-year Social Science and Humanities Research Council (SSHRC) grant from the Canadian government.
Notes biographiques
Julian Kitchen is an associate professor in the Faculty of Education of Brock University. His research interests include teacher education and Aboriginal education.
JULIAN KITCHEN est professeur associé à la Faculté des sciences de l’éducation de l’Université Brock. Ses intérêts de recherche ciblent la formation des futurs enseignants et l’éducation des autochtones.
Lorenzo Cherubini is an associate professor in the Faculty of Education of Brock University. The focus of his SSHRC-funded research is Aboriginal education and policy analysis.
LORENZO CHERUBINI est professeur associé à la Faculté des sciences de l’éducation de l’Université Brock. Ses recherches, subventionnées par le CRSH, explorent l’éducation des autochtones et l’analyse des politiques éducationnelles.
Lyn Trudeau is Ojibway, Eagle Clan. She is an M.Ed. student and Graphic Artist/Designer at Tecumseh Centre for Aboriginal Research and Education.
LYN TRUDEAU est originaire du clan ojibway Eagle. Elle poursuit ses études de maîtrise et travaille comme designer graphiste au Centre Tecumseh de recherche et d’éducation autochtones.
Janie Hodson is the Administrative Coordinator in the Tecumseh Centre for Aboriginal Research and Education. She has worked in healing and wellness in the Aboriginal community for over 15 years.
JANIE HODSON est la coordonnatrice à l’administration du Centre Tecumseh de recherche et d’éducation autochtones. Elle a oeuvré à la guérison et bien-être au sein des communautés autochtones pendant plus de 15 ans.
References
- Aboriginal Peoples Survey. (2001). Initial findings: Well-being of the non-reserve Aboriginal population (p. 18). Ottawa: Statistics Canada.
- Acoose, J. (1995). Iskwewak – kah’ki yaw ni whkomakanak: Neither Indian princesses nor easy squaws. Toronto, On: Women’s Press.
- Anderson, D., Horton, L., & Orwick, S. (2004). First Nations teacher education: Issues for First Nations communities. In Chiefs of Ontario (Eds.), The new agenda: A manifesto for First Nations education in Ontario. Toronto: Chiefs of Ontario. Retrieved on June 20, 2008 from http://www.chiefs-of-ontario.org/education/manifesto.
- Archibald, J., Pidgeon, M., Janvier, S., Commodore, H., & McCormick, R. (2002). Teacher recruitment, retention and training: Implications for First Nations education: A literature review. Ottawa, Canada: Minister’s Working Group on Education, Indian and Northern Affairs ( pp. 1-30).
- Assembly of First Nation. (1992). Towards rebirth of First Nations languages. Ottawa, Ontario: Assembly of First Nations Education Secretariat.
- Association of Canadian Deans of Education. Accord on Indigenous Education. (2009). Retrieved on March 17th, 2010 from http://www.csse.ca/ACDE/IndigenousEducationAccoud.pdf.
- Banks, J. (2007). Educating citizens in a multicultural society (2nd Edition). New York: Teachers College.
- Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K, LePage, P., Darling-Hammond, L., & Duffy, H. (2005). Teaching diverse learners. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1-39). San Francisco: Jossey-Bass.
- Battiste, M. (2000). Maintaining Aboriginal identity, language and culture in modern society. In M. Battiste (Ed), Reclaiming Indigenous voice and vision (pp. 192-208). Vancouver, BC: University of British Columbia.
- Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Prepared for the National Working Group on Education. Ottawa, ON. (pp. 1-69).
- Bear Nicholas, A. (2001). Canada’s colonial mission: The great white bird. In K. P. Binda with S. Calliou (Eds.), Aboriginal education in Canada: A study in decolonization (pp. 9-34). Mississauga, ON: Canadian Educators’ Press.
- Binda, K. P. (2001). Decentralization and the development of Aboriginal education systems. In K. P. Binda with S. Calliou (Eds.), Aboriginal education in Canada: A study in decolonization (pp. 35-58). Mississauga, ON: Canadian Educators’ Press.
- Bransford, J., & Darling-Hammond, L., & LePage, P. (2005). Introduction. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1-39). San Francisco: Jossey-Bass.
- Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425-446.
- Bullough, R.V. & Gitlin, A. (1995). Becoming a student of teaching: Methodologies for exploring self and school contexts. New York: Garland.
- Calliou, S. (1995). Peacekeeping actions at home. A medicine wheel model for peacekeeping pedagogy. In M. Battiste & J. Barman (Eds.), First Nations education in Canada: The circle unfolds (pp. 47-72). Vancouver, BC: University of British Columbia.
- Cajete, G. (2000). Native science: Natural laws of interdependence. Santa Fe, NM: Clearlight Press.
- Canadian Council on Learning. (2007). Redefining how success is measured in First Nations, Inuit and Métis learning, Report on learning in Canada 2007. Ottawa: Author.
- Castagano, C. E. & Brayboy, B. M. J. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941-993.
- Cherubini, L., Kitchen, J., & Engemann, J. (2008). A bi-epistemic research analysis of new Aboriginal teachers: A study within the study. Alberta Journal of Educational Research, 54(3), 355-358.
- Cherubini, L., Kitchen, J., & Hodson, J. (2008). Aboriginal epistemologies and new teacher induction: The context of a bi-epistemic research endeavour. Brock Education, 18(1), 79-89.
- Chiefs of Ontario (Eds.) (2005). The new agenda: A manifesto for First Nations education in Ontario. Toronto: Chiefs of Ontario. Retrieved on June 20, 2008 from http://www.chiefs-of-ontario.org/education/manifesto.
- Connelly, F. M. & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. Toronto: OISE Press.
- Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
- Curwen Doige, L.A. (2003). A missing link: Between traditional Aboriginal education and the Western system of education. Canadian Journal of Native Education, 27(2), 144-160.
- Goulet, L. & McLeod, Y. (2002). Connections and reconnections: Affirming cultural identity in Aboriginal teacher education. McGill Journal of Education, 37(3), 355-369.
- Hampton, E. (1995). Towards a redefinition of Indian education. In M. Battiste & J. Barman (Eds.), First Nations education in Canada: The circle unfolds. (pp. 5-46). Vancouver, BC: University of British Columbia.
- Harper, S. (2008, June 12). We’re sorry, Harper says. The Toronto Star. Retrieved from thestar.com on June 12, 2008.
- Hilden, H. M., & Honkasalo, M. L. (2006). Finnish nurses’ interpretations of patient autonomy in the context of end-of-life decision making. Nursing Ethics, 13(1), 41-51.
- Hodson, J. (2004). Learning and healing: A wellness pedagogy for Aboriginal teacher education. Unpublished master’s thesis, Brock University, St. Catharines, Ontario, Canada.
- Kirkness, V. J. (1992). First Nations and school: Triumphs and struggles. Toronto, ON: Canadian Education Association.
- Kitchen, J., Cherubini, L., Trudeau, L, & Hodson, J. M. (2010, in press). Weeding out or developing capacity? Challenges for Aboriginal teacher education. Alberta Journal of Educational Research, 56(2).
- Ladson-Billings, G. (1998). Just what is critical race theory and what is it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.
- Leavitt, R. (1995). Language and cultural content in Native education. In M. Battiste & J. Barman (Eds.), First Nations education in Canada: The circle unfolds (pp. 124-138). Vancouver, BC: University of British Columbia.
- Lipka, J. (1998). Introduction: A framework for understanding the possibilities of a Yup’ik teacher group. In J. Lipka (Ed.), Transforming the culture of schools: Yup’ik Eskimo examples (pp. 3-36). Mahwah, NJ: Lawrence Erlbaum.
- Niessen, S. (Ed.) (2008). Aboriginal knowledge exchange project self-study and report: Aboriginal ways of knowing in teacher education. Regina, SK: Saskatchewan Instructional Development and Research Unit, Faculty of Education, University of Regina.
- Ontario Ministry of Education. (2007). Ontario First Nation, Métis, and Inuit education policy framework. Toronto, ON: Aboriginal Education Office.
- Orr, J., Paul, J. J., & Paul, S. (2002). Decolonizing Mi’kmaw education through cultural practical knowledge. McGill Journal of Education. 37(3). 331-354.
- Peters, J. & White, J. P. (2009). Contrasting current policy proposals. In J. P. White, J. Peters, D. Beavon, & N. Spence, Aboriginal education: Current crisis and future alternatives (pp. 109-116). Toronto, ON: Thompson Educational Publishing.
- Royal Commission on Aboriginal Peoples (1996). Report of the Royal Commission on Aboriginal Peoples, vol. 3. Ottawa: Government of Canada.
- Schissel, B. & Wotherspoon, T. (2003). The legacy of school for Aboriginal people: Education, oppression and emancipation. Toronto, Ontario: Oxford University Press.
- Schon, D. (1983). The reflective practitioner. New York: Bantam Books.
- Smith, G. H. (2000). Protecting and respecting Indigenous knowledge. In M. Battiste (Ed), Reclaiming Indigenous voice and vision (pp. 209-224). Vancouver, BC: University of British Columbia.
- Smith, L. T. (1999). Decolonizing methodologies: Research and Indigenous peoples. London, UK: Zed Books.
- Stairs, A. (1995). Learning processes and teaching roles in native education: Cultural base and cultural brokerage. In M. Battiste & J. Barman (Eds.), First Nations education in Canada: The circle unfolds (pp. 139-153). Vancouver, BC: University of British Columbia.
- Statistics Canada. (2003). Aboriginal peoples’ survey – Initial findings: Well-being of the non-reserve Aboriginal population. Ottawa, Canada: Author.
- Stiegelbauer, S. M. (1996). What is an Elder? What do Elders do? First Nations Elders as teachers in culture-based urban organizations. Canadian Journal of Native Studies, XVI(1), 37-66.