Jeux de rôle et réconciliation avec les peuples autochtones
In this paper, we propose a reflection on role-playing as a classroom practice inspired by intercultural education but revisited in light of Indigenous perspectives and pedagogies, in the particular context of the reconciliation with First Nations, Métis and Inuit Peoples. This research, based on a...
Published in: | Revue internationale de pédagogie de l’enseignement supérieur |
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Association Internationale de Pédagogie Universitaire
2021
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Online Access: | https://doi.org/10.4000/ripes.2988 https://doaj.org/article/d33a7fc3d3b649c18a04349ccf7b0db4 |
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fttriple:oai:gotriple.eu:oai:doaj.org/article:d33a7fc3d3b649c18a04349ccf7b0db4 2023-05-15T16:16:07+02:00 Jeux de rôle et réconciliation avec les peuples autochtones Role-play games and reconciliation with indigenous peoples Eva Lemaire 2021-02-01 https://doi.org/10.4000/ripes.2988 https://doaj.org/article/d33a7fc3d3b649c18a04349ccf7b0db4 fr fre Association Internationale de Pédagogie Universitaire 2076-8427 doi:10.4000/ripes.2988 https://doaj.org/article/d33a7fc3d3b649c18a04349ccf7b0db4 undefined Revue Internationale de Pédagogie de l’Enseignement Supérieur, Vol 37 (2021) éducation interculturelle formation des enseignants décolonisation des savoirs anthro-se edu Journal Article https://vocabularies.coar-repositories.org/resource_types/c_6501/ 2021 fttriple https://doi.org/10.4000/ripes.2988 2023-01-22T17:58:59Z In this paper, we propose a reflection on role-playing as a classroom practice inspired by intercultural education but revisited in light of Indigenous perspectives and pedagogies, in the particular context of the reconciliation with First Nations, Métis and Inuit Peoples. This research, based on a practitioner-researcher approach, is mainly based on a data collection driven from 45 students completing their bachelor of Education. The article discusses the value of a holistic pedagogical approach, convening reason, but also emotion, body and spirituality that helps deconstruct and rebuild students’representations of indigenous cultures, inviting future teachers to situate themselves as agents of change in the face of a societal model in crisis. Article in Journal/Newspaper First Nations inuit Unknown Revue internationale de pédagogie de l’enseignement supérieur 37 1 |
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op_collection_id |
fttriple |
language |
French |
topic |
éducation interculturelle formation des enseignants décolonisation des savoirs anthro-se edu |
spellingShingle |
éducation interculturelle formation des enseignants décolonisation des savoirs anthro-se edu Eva Lemaire Jeux de rôle et réconciliation avec les peuples autochtones |
topic_facet |
éducation interculturelle formation des enseignants décolonisation des savoirs anthro-se edu |
description |
In this paper, we propose a reflection on role-playing as a classroom practice inspired by intercultural education but revisited in light of Indigenous perspectives and pedagogies, in the particular context of the reconciliation with First Nations, Métis and Inuit Peoples. This research, based on a practitioner-researcher approach, is mainly based on a data collection driven from 45 students completing their bachelor of Education. The article discusses the value of a holistic pedagogical approach, convening reason, but also emotion, body and spirituality that helps deconstruct and rebuild students’representations of indigenous cultures, inviting future teachers to situate themselves as agents of change in the face of a societal model in crisis. |
format |
Article in Journal/Newspaper |
author |
Eva Lemaire |
author_facet |
Eva Lemaire |
author_sort |
Eva Lemaire |
title |
Jeux de rôle et réconciliation avec les peuples autochtones |
title_short |
Jeux de rôle et réconciliation avec les peuples autochtones |
title_full |
Jeux de rôle et réconciliation avec les peuples autochtones |
title_fullStr |
Jeux de rôle et réconciliation avec les peuples autochtones |
title_full_unstemmed |
Jeux de rôle et réconciliation avec les peuples autochtones |
title_sort |
jeux de rôle et réconciliation avec les peuples autochtones |
publisher |
Association Internationale de Pédagogie Universitaire |
publishDate |
2021 |
url |
https://doi.org/10.4000/ripes.2988 https://doaj.org/article/d33a7fc3d3b649c18a04349ccf7b0db4 |
genre |
First Nations inuit |
genre_facet |
First Nations inuit |
op_source |
Revue Internationale de Pédagogie de l’Enseignement Supérieur, Vol 37 (2021) |
op_relation |
2076-8427 doi:10.4000/ripes.2988 https://doaj.org/article/d33a7fc3d3b649c18a04349ccf7b0db4 |
op_rights |
undefined |
op_doi |
https://doi.org/10.4000/ripes.2988 |
container_title |
Revue internationale de pédagogie de l’enseignement supérieur |
container_volume |
37 |
container_issue |
1 |
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1766001968000532480 |