Securing Indigenous Dispossession Through Education: An Analysis of Canadian Curricula and Textbooks
Abstract We investigate the representation of colonialism and Indigenous peoples in K-12 education in Canada. Focusing on three provinces—Newfoundland and Labrador, Ontario, and British Columbia—we analyze strategies of inclusion and exclusion at play in Ministry of Education-approved primary and se...
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crspringernat:10.1007/978-3-030-18799-6_8 2024-03-10T08:36:01+00:00 Securing Indigenous Dispossession Through Education: An Analysis of Canadian Curricula and Textbooks Schaefli, Laura Godlewska, Anne Lamb, Christopher 2019 http://dx.doi.org/10.1007/978-3-030-18799-6_8 https://link.springer.com/content/pdf/10.1007/978-3-030-18799-6_8 unknown Springer International Publishing https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 Knowledge and Space Geographies of Schooling page 145-161 ISSN 1877-9220 2543-0580 ISBN 9783030187989 9783030187996 book-chapter 2019 crspringernat https://doi.org/10.1007/978-3-030-18799-6_8 2024-02-13T17:59:33Z Abstract We investigate the representation of colonialism and Indigenous peoples in K-12 education in Canada. Focusing on three provinces—Newfoundland and Labrador, Ontario, and British Columbia—we analyze strategies of inclusion and exclusion at play in Ministry of Education-approved primary and secondary curricula and textbooks. Drawing on findings from our larger research project, we discuss the implications of these strategies on student consciousness. Our examination suggests that in all three educational jurisdictions, students are learning a logic of relation premised on the disappearance of Indigenous peoples as sovereign, self-determining nations. Silence around Indigenous philosophies and territories, apologia for colonial incursions on Indigenous territories, and reinforcement of racialized hierarchies of being all work to minimize colonial violence and preclude imagination of distinct, vital, and self-determining Indigenous nations. Particularly troubling are the ways in which curricula and texts invite students to participate in the perpetuation of colonial modes of thought and action. Book Part Newfoundland Springer Nature Newfoundland Canada British Columbia ENVELOPE(-125.003,-125.003,54.000,54.000) 145 161 |
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Abstract We investigate the representation of colonialism and Indigenous peoples in K-12 education in Canada. Focusing on three provinces—Newfoundland and Labrador, Ontario, and British Columbia—we analyze strategies of inclusion and exclusion at play in Ministry of Education-approved primary and secondary curricula and textbooks. Drawing on findings from our larger research project, we discuss the implications of these strategies on student consciousness. Our examination suggests that in all three educational jurisdictions, students are learning a logic of relation premised on the disappearance of Indigenous peoples as sovereign, self-determining nations. Silence around Indigenous philosophies and territories, apologia for colonial incursions on Indigenous territories, and reinforcement of racialized hierarchies of being all work to minimize colonial violence and preclude imagination of distinct, vital, and self-determining Indigenous nations. Particularly troubling are the ways in which curricula and texts invite students to participate in the perpetuation of colonial modes of thought and action. |
format |
Book Part |
author |
Schaefli, Laura Godlewska, Anne Lamb, Christopher |
spellingShingle |
Schaefli, Laura Godlewska, Anne Lamb, Christopher Securing Indigenous Dispossession Through Education: An Analysis of Canadian Curricula and Textbooks |
author_facet |
Schaefli, Laura Godlewska, Anne Lamb, Christopher |
author_sort |
Schaefli, Laura |
title |
Securing Indigenous Dispossession Through Education: An Analysis of Canadian Curricula and Textbooks |
title_short |
Securing Indigenous Dispossession Through Education: An Analysis of Canadian Curricula and Textbooks |
title_full |
Securing Indigenous Dispossession Through Education: An Analysis of Canadian Curricula and Textbooks |
title_fullStr |
Securing Indigenous Dispossession Through Education: An Analysis of Canadian Curricula and Textbooks |
title_full_unstemmed |
Securing Indigenous Dispossession Through Education: An Analysis of Canadian Curricula and Textbooks |
title_sort |
securing indigenous dispossession through education: an analysis of canadian curricula and textbooks |
publisher |
Springer International Publishing |
publishDate |
2019 |
url |
http://dx.doi.org/10.1007/978-3-030-18799-6_8 https://link.springer.com/content/pdf/10.1007/978-3-030-18799-6_8 |
long_lat |
ENVELOPE(-125.003,-125.003,54.000,54.000) |
geographic |
Newfoundland Canada British Columbia |
geographic_facet |
Newfoundland Canada British Columbia |
genre |
Newfoundland |
genre_facet |
Newfoundland |
op_source |
Knowledge and Space Geographies of Schooling page 145-161 ISSN 1877-9220 2543-0580 ISBN 9783030187989 9783030187996 |
op_rights |
https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0 |
op_doi |
https://doi.org/10.1007/978-3-030-18799-6_8 |
container_start_page |
145 |
op_container_end_page |
161 |
_version_ |
1793132529848418304 |