Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs
Abstract This paper explores the professional experience of an Anishnabe educator working in various organisations teaching Indigenous knowledge issues in both Aboriginal and primarily non-Aboriginal settings. The reflections span a number of years of teaching Aboriginal worldview and knowledge issu...
Published in: | The Australian Journal of Indigenous Education |
---|---|
Main Author: | |
Format: | Article in Journal/Newspaper |
Language: | English |
Published: |
Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2005
|
Subjects: | |
Online Access: | https://doi.org/10.1017/S1326011100003987 https://doaj.org/article/54c6bba1086748beb7c309c851695c6c |
id |
ftdoajarticles:oai:doaj.org/article:54c6bba1086748beb7c309c851695c6c |
---|---|
record_format |
openpolar |
spelling |
ftdoajarticles:oai:doaj.org/article:54c6bba1086748beb7c309c851695c6c 2023-05-15T16:16:42+02:00 Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs Deborah Mcgregor 2005-12-01T00:00:00Z https://doi.org/10.1017/S1326011100003987 https://doaj.org/article/54c6bba1086748beb7c309c851695c6c EN eng Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland https://ajie.atsis.uq.edu.au/ajie/article/view/407 https://doaj.org/toc/2049-7784 doi:10.1017/S1326011100003987 2049-7784 https://doaj.org/article/54c6bba1086748beb7c309c851695c6c The Australian Journal of Indigenous Education, Vol 34, Iss 1 (2005) Special aspects of education LC8-6691 article 2005 ftdoajarticles https://doi.org/10.1017/S1326011100003987 2022-12-30T21:17:30Z Abstract This paper explores the professional experience of an Anishnabe educator working in various organisations teaching Indigenous knowledge issues in both Aboriginal and primarily non-Aboriginal settings. The reflections span a number of years of teaching Aboriginal worldview and knowledge issues courses and include formal evaluations from both Aboriginal and non-Aboriginal students who have participated in the courses over that time. This paper draws upon two examples of educational institutions where Indigenous knowledge is being explored: the University of Toronto’s Aboriginal Studies Program and the Centre for Indigenous Environmental Resources’ (CIER) National First Nations Youth Environmental Education and Training Program. Both settings represent special places for thinking about decolonising Indigenous education. Integral to Aboriginal philosophy and decolonising education is the role elders play in informing and implementing meaningful education for Aboriginal learners. Both programs involve elders in central roles where they are recognised as authorities, facilitators and teachers. Discussion is offered on the subject of Aboriginal philosophies pertaining to education and some models for acting upon them, particularly as they relate to environmental education. Further analysis summarises the challenges faced by both programs and initiatives taken to advance Aboriginal educational goals. Finally, recommendations are made as to the types of changes which may be undertaken to realise creative spaces for resistance and creativity. Article in Journal/Newspaper First Nations Directory of Open Access Journals: DOAJ Articles The Australian Journal of Indigenous Education 34 1 67 78 |
institution |
Open Polar |
collection |
Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English |
topic |
Special aspects of education LC8-6691 |
spellingShingle |
Special aspects of education LC8-6691 Deborah Mcgregor Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs |
topic_facet |
Special aspects of education LC8-6691 |
description |
Abstract This paper explores the professional experience of an Anishnabe educator working in various organisations teaching Indigenous knowledge issues in both Aboriginal and primarily non-Aboriginal settings. The reflections span a number of years of teaching Aboriginal worldview and knowledge issues courses and include formal evaluations from both Aboriginal and non-Aboriginal students who have participated in the courses over that time. This paper draws upon two examples of educational institutions where Indigenous knowledge is being explored: the University of Toronto’s Aboriginal Studies Program and the Centre for Indigenous Environmental Resources’ (CIER) National First Nations Youth Environmental Education and Training Program. Both settings represent special places for thinking about decolonising Indigenous education. Integral to Aboriginal philosophy and decolonising education is the role elders play in informing and implementing meaningful education for Aboriginal learners. Both programs involve elders in central roles where they are recognised as authorities, facilitators and teachers. Discussion is offered on the subject of Aboriginal philosophies pertaining to education and some models for acting upon them, particularly as they relate to environmental education. Further analysis summarises the challenges faced by both programs and initiatives taken to advance Aboriginal educational goals. Finally, recommendations are made as to the types of changes which may be undertaken to realise creative spaces for resistance and creativity. |
format |
Article in Journal/Newspaper |
author |
Deborah Mcgregor |
author_facet |
Deborah Mcgregor |
author_sort |
Deborah Mcgregor |
title |
Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs |
title_short |
Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs |
title_full |
Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs |
title_fullStr |
Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs |
title_full_unstemmed |
Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs |
title_sort |
transformation and re-creation: creating spaces for indigenous theorising in canadian aboriginal studies programs |
publisher |
Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
publishDate |
2005 |
url |
https://doi.org/10.1017/S1326011100003987 https://doaj.org/article/54c6bba1086748beb7c309c851695c6c |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
The Australian Journal of Indigenous Education, Vol 34, Iss 1 (2005) |
op_relation |
https://ajie.atsis.uq.edu.au/ajie/article/view/407 https://doaj.org/toc/2049-7784 doi:10.1017/S1326011100003987 2049-7784 https://doaj.org/article/54c6bba1086748beb7c309c851695c6c |
op_doi |
https://doi.org/10.1017/S1326011100003987 |
container_title |
The Australian Journal of Indigenous Education |
container_volume |
34 |
container_issue |
1 |
container_start_page |
67 |
op_container_end_page |
78 |
_version_ |
1766002550502326272 |