Entre revendications nationales et expériences locales. La reconnaissance des Premières Nations dans les universités de Montréal (Québec)
This article is based on an anthropological and qualitative study conducted between 2013 and 2015 in the four universities of Montréal with Aboriginal Student Services’ staff and First Nations students. The objective of the research was to understand the modalities of inclusion of indigenous realiti...
Published in: | Cahiers de la recherche sur l'éducation et les savoirs |
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Language: | French |
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Les éditions de la Maison des sciences de l’Homme
2016
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Online Access: | https://doi.org/10.4000/cres.2943 https://doaj.org/article/973a1a61d24b411db55476c4b8f8641a |
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ftdoajarticles:oai:doaj.org/article:973a1a61d24b411db55476c4b8f8641a 2024-09-15T18:06:33+00:00 Entre revendications nationales et expériences locales. La reconnaissance des Premières Nations dans les universités de Montréal (Québec) Léa Lefevre-Radelli Emanuelle Dufour 2016-05-01T00:00:00Z https://doi.org/10.4000/cres.2943 https://doaj.org/article/973a1a61d24b411db55476c4b8f8641a FR fre Les éditions de la Maison des sciences de l’Homme https://journals.openedition.org/cres/2943 https://doaj.org/toc/1635-3544 https://doaj.org/toc/2265-7762 1635-3544 2265-7762 doi:10.4000/cres.2943 https://doaj.org/article/973a1a61d24b411db55476c4b8f8641a Cahiers de la Recherche sur l'Education et les Savoirs, Vol 15, Pp 169-192 (2016) education First Nations university decolonisation Québec L article 2016 ftdoajarticles https://doi.org/10.4000/cres.2943 2024-08-05T17:50:02Z This article is based on an anthropological and qualitative study conducted between 2013 and 2015 in the four universities of Montréal with Aboriginal Student Services’ staff and First Nations students. The objective of the research was to understand the modalities of inclusion of indigenous realities in a non-Aboriginal academic environment. The study highlights two main elements. First, there is a distinction between the policies of English-speaking and French-speaking universities regarding the inclusion of Aboriginal perspectives. This reflects a specific political, geographical and linguistic situation in Quebec. Furthermore, the expectations expressed by the participants primarily concern the establishment of facilities to create a favorable environment and a greater cultural sensitivity outside the courses themselves. The radical transformation of curricula and teaching methods, at the heart of the reflection of indigenous intellectuals, which is promoted internationally by the UN, thus appears to be a real but secondary issue. This observation leads to a nuanced discussion on the concept of “indigenization of the curriculum”. Article in Journal/Newspaper First Nations Premières Nations Directory of Open Access Journals: DOAJ Articles Cahiers de la recherche sur l'éducation et les savoirs 15 169 192 |
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Directory of Open Access Journals: DOAJ Articles |
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ftdoajarticles |
language |
French |
topic |
education First Nations university decolonisation Québec L |
spellingShingle |
education First Nations university decolonisation Québec L Léa Lefevre-Radelli Emanuelle Dufour Entre revendications nationales et expériences locales. La reconnaissance des Premières Nations dans les universités de Montréal (Québec) |
topic_facet |
education First Nations university decolonisation Québec L |
description |
This article is based on an anthropological and qualitative study conducted between 2013 and 2015 in the four universities of Montréal with Aboriginal Student Services’ staff and First Nations students. The objective of the research was to understand the modalities of inclusion of indigenous realities in a non-Aboriginal academic environment. The study highlights two main elements. First, there is a distinction between the policies of English-speaking and French-speaking universities regarding the inclusion of Aboriginal perspectives. This reflects a specific political, geographical and linguistic situation in Quebec. Furthermore, the expectations expressed by the participants primarily concern the establishment of facilities to create a favorable environment and a greater cultural sensitivity outside the courses themselves. The radical transformation of curricula and teaching methods, at the heart of the reflection of indigenous intellectuals, which is promoted internationally by the UN, thus appears to be a real but secondary issue. This observation leads to a nuanced discussion on the concept of “indigenization of the curriculum”. |
format |
Article in Journal/Newspaper |
author |
Léa Lefevre-Radelli Emanuelle Dufour |
author_facet |
Léa Lefevre-Radelli Emanuelle Dufour |
author_sort |
Léa Lefevre-Radelli |
title |
Entre revendications nationales et expériences locales. La reconnaissance des Premières Nations dans les universités de Montréal (Québec) |
title_short |
Entre revendications nationales et expériences locales. La reconnaissance des Premières Nations dans les universités de Montréal (Québec) |
title_full |
Entre revendications nationales et expériences locales. La reconnaissance des Premières Nations dans les universités de Montréal (Québec) |
title_fullStr |
Entre revendications nationales et expériences locales. La reconnaissance des Premières Nations dans les universités de Montréal (Québec) |
title_full_unstemmed |
Entre revendications nationales et expériences locales. La reconnaissance des Premières Nations dans les universités de Montréal (Québec) |
title_sort |
entre revendications nationales et expériences locales. la reconnaissance des premières nations dans les universités de montréal (québec) |
publisher |
Les éditions de la Maison des sciences de l’Homme |
publishDate |
2016 |
url |
https://doi.org/10.4000/cres.2943 https://doaj.org/article/973a1a61d24b411db55476c4b8f8641a |
genre |
First Nations Premières Nations |
genre_facet |
First Nations Premières Nations |
op_source |
Cahiers de la Recherche sur l'Education et les Savoirs, Vol 15, Pp 169-192 (2016) |
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https://journals.openedition.org/cres/2943 https://doaj.org/toc/1635-3544 https://doaj.org/toc/2265-7762 1635-3544 2265-7762 doi:10.4000/cres.2943 https://doaj.org/article/973a1a61d24b411db55476c4b8f8641a |
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https://doi.org/10.4000/cres.2943 |
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Cahiers de la recherche sur l'éducation et les savoirs |
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15 |
container_start_page |
169 |
op_container_end_page |
192 |
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1810443971900473344 |