Enabling the Autumn Seed: Toward a Decolonized Approach to Aboriginal Knowledge, Language, and Education
Aboriginal communities continue to suffer the effects of colonization and imperialistic policies that erode the base of Indigenous knowledge necessary for the healing and development of Aboriginal peoples. Based on fallacious assumptions about English language superiority and its Eurocentric educat...
Main Author: | |
---|---|
Format: | Article in Journal/Newspaper |
Language: | English |
Published: |
UBC Faculty of Education
2021
|
Subjects: | |
Online Access: | http://ojs.library.ubc.ca/index.php/CJNE/article/view/195792 https://doi.org/10.14288/cjne.v22i1.195792 |
id |
ftubcjournals:oai:ojs.library.ubc.ca:article/195792 |
---|---|
record_format |
openpolar |
spelling |
ftubcjournals:oai:ojs.library.ubc.ca:article/195792 2023-05-15T16:16:38+02:00 Enabling the Autumn Seed: Toward a Decolonized Approach to Aboriginal Knowledge, Language, and Education Battiste, Marie 2021-10-21 application/pdf http://ojs.library.ubc.ca/index.php/CJNE/article/view/195792 https://doi.org/10.14288/cjne.v22i1.195792 eng eng UBC Faculty of Education http://ojs.library.ubc.ca/index.php/CJNE/article/view/195792/191871 http://ojs.library.ubc.ca/index.php/CJNE/article/view/195792 doi:10.14288/cjne.v22i1.195792 Copyright (c) 2021 Canadian Journal of Native Education Canadian Journal of Native Education; Vol. 22 No. 1 (1998) 0710-1481 10.14288/cjne.v22i1 Language Education Decolonization info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article 2021 ftubcjournals https://doi.org/10.14288/cjne.v22i1.195792 https://doi.org/10.14288/cjne.v22i1 2023-01-04T07:51:00Z Aboriginal communities continue to suffer the effects of colonization and imperialistic policies that erode the base of Indigenous knowledge necessary for the healing and development of Aboriginal peoples. Based on fallacious assumptions about English language superiority and its Eurocentric educational foundations that support linguistic imperialism and Aboriginal oppression, the federal government has entered into agreements with First Nations bands that require them to adopt provincial curricula as a minimum requirement to assume control of their education. In almost all of these provinces, these curricula are developed away from Aboriginal communities, without Aboriginal input, and written in English. In effect, the curricula serve as another colonial instrument to deprive Aboriginal communities of their knowledge, languages, and cultures. Without Aboriginal languages and knowledge, Aboriginal communities can do little to recover their losses or transform their nations using their legitimate knowledge and languages. This article discusses the need for Aboriginal knowledge to be retained through Aboriginal languages supported in curricula. It also challenges the Eurocentric assumptions that have pushed Aboriginal knowledge and languages to the mar gins and raises current Aboriginal educational concerns regarding a transformed curriculum that embraces the rich diversity of knowledge and provides the necessary consciousness to enable Aboriginal humanity to be respected and protected. Article in Journal/Newspaper First Nations Open Access Journal Hosting (University of British Columbia) |
institution |
Open Polar |
collection |
Open Access Journal Hosting (University of British Columbia) |
op_collection_id |
ftubcjournals |
language |
English |
topic |
Language Education Decolonization |
spellingShingle |
Language Education Decolonization Battiste, Marie Enabling the Autumn Seed: Toward a Decolonized Approach to Aboriginal Knowledge, Language, and Education |
topic_facet |
Language Education Decolonization |
description |
Aboriginal communities continue to suffer the effects of colonization and imperialistic policies that erode the base of Indigenous knowledge necessary for the healing and development of Aboriginal peoples. Based on fallacious assumptions about English language superiority and its Eurocentric educational foundations that support linguistic imperialism and Aboriginal oppression, the federal government has entered into agreements with First Nations bands that require them to adopt provincial curricula as a minimum requirement to assume control of their education. In almost all of these provinces, these curricula are developed away from Aboriginal communities, without Aboriginal input, and written in English. In effect, the curricula serve as another colonial instrument to deprive Aboriginal communities of their knowledge, languages, and cultures. Without Aboriginal languages and knowledge, Aboriginal communities can do little to recover their losses or transform their nations using their legitimate knowledge and languages. This article discusses the need for Aboriginal knowledge to be retained through Aboriginal languages supported in curricula. It also challenges the Eurocentric assumptions that have pushed Aboriginal knowledge and languages to the mar gins and raises current Aboriginal educational concerns regarding a transformed curriculum that embraces the rich diversity of knowledge and provides the necessary consciousness to enable Aboriginal humanity to be respected and protected. |
format |
Article in Journal/Newspaper |
author |
Battiste, Marie |
author_facet |
Battiste, Marie |
author_sort |
Battiste, Marie |
title |
Enabling the Autumn Seed: Toward a Decolonized Approach to Aboriginal Knowledge, Language, and Education |
title_short |
Enabling the Autumn Seed: Toward a Decolonized Approach to Aboriginal Knowledge, Language, and Education |
title_full |
Enabling the Autumn Seed: Toward a Decolonized Approach to Aboriginal Knowledge, Language, and Education |
title_fullStr |
Enabling the Autumn Seed: Toward a Decolonized Approach to Aboriginal Knowledge, Language, and Education |
title_full_unstemmed |
Enabling the Autumn Seed: Toward a Decolonized Approach to Aboriginal Knowledge, Language, and Education |
title_sort |
enabling the autumn seed: toward a decolonized approach to aboriginal knowledge, language, and education |
publisher |
UBC Faculty of Education |
publishDate |
2021 |
url |
http://ojs.library.ubc.ca/index.php/CJNE/article/view/195792 https://doi.org/10.14288/cjne.v22i1.195792 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Canadian Journal of Native Education; Vol. 22 No. 1 (1998) 0710-1481 10.14288/cjne.v22i1 |
op_relation |
http://ojs.library.ubc.ca/index.php/CJNE/article/view/195792/191871 http://ojs.library.ubc.ca/index.php/CJNE/article/view/195792 doi:10.14288/cjne.v22i1.195792 |
op_rights |
Copyright (c) 2021 Canadian Journal of Native Education |
op_doi |
https://doi.org/10.14288/cjne.v22i1.195792 https://doi.org/10.14288/cjne.v22i1 |
_version_ |
1766002488863883264 |