SCHOOLS AS PROTECTORATES: STORIES TWO MI’KMAQ MOTHERS TELL
In 1965, Memmi introduced the concept of a protectorate. ―Whenever the colonizer states, in his language, that the colonized is a weakling, he suggests thereby that this deficiency requires protection. From this comes the concept of a protectorate‖ (pp. 147-8). While this concept is 45 years old, it...
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ftunivcalgaryojs:oai:journalhosting.ucalgary.ca:article/42807 2023-05-15T16:16:22+02:00 SCHOOLS AS PROTECTORATES: STORIES TWO MI’KMAQ MOTHERS TELL Pushor, Debbie Murphy, Bill 2017-07-25 application/pdf https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42807 eng eng University of Saskatchewan https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42807/30663 https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42807 Copyright (c) 2017 Debbie Pushor, Bill Murphy Canadian Journal of Educational Administration and Policy; No. 114 (2010) Revue canadienne en administration et politique de l'éducation; No. 114 (2010) 1207-7798 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion research-article 2017 ftunivcalgaryojs 2022-03-22T21:10:46Z In 1965, Memmi introduced the concept of a protectorate. ―Whenever the colonizer states, in his language, that the colonized is a weakling, he suggests thereby that this deficiency requires protection. From this comes the concept of a protectorate‖ (pp. 147-8). While this concept is 45 years old, it is an apt metaphor for thinking about current school landscapes, and about how educators are positioned on those landscapes to use their professional knowledge of teaching and learning as protectors of children and parents. We assert that while all parents experience ―protection‖ in their children‘s schools, such protection plays out more strongly with First Nations parents because of historical, societal, socioeconomic, and political divisions (Shields, Bishop, & Mazawi, 2005). As we inquire into stories two Mi‘kmaq mothers tell of their experiences with teachers and administrators, we pull forward narrative threads that make visible how parents are marginalized when schools are structured and administered as protectorates. We invite a reconsideration of who is seen to hold knowledge on school landscapes and whose knowledge counts. Article in Journal/Newspaper First Nations Mi’kmaq University of Calgary Journal Hosting |
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University of Calgary Journal Hosting |
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In 1965, Memmi introduced the concept of a protectorate. ―Whenever the colonizer states, in his language, that the colonized is a weakling, he suggests thereby that this deficiency requires protection. From this comes the concept of a protectorate‖ (pp. 147-8). While this concept is 45 years old, it is an apt metaphor for thinking about current school landscapes, and about how educators are positioned on those landscapes to use their professional knowledge of teaching and learning as protectors of children and parents. We assert that while all parents experience ―protection‖ in their children‘s schools, such protection plays out more strongly with First Nations parents because of historical, societal, socioeconomic, and political divisions (Shields, Bishop, & Mazawi, 2005). As we inquire into stories two Mi‘kmaq mothers tell of their experiences with teachers and administrators, we pull forward narrative threads that make visible how parents are marginalized when schools are structured and administered as protectorates. We invite a reconsideration of who is seen to hold knowledge on school landscapes and whose knowledge counts. |
format |
Article in Journal/Newspaper |
author |
Pushor, Debbie Murphy, Bill |
spellingShingle |
Pushor, Debbie Murphy, Bill SCHOOLS AS PROTECTORATES: STORIES TWO MI’KMAQ MOTHERS TELL |
author_facet |
Pushor, Debbie Murphy, Bill |
author_sort |
Pushor, Debbie |
title |
SCHOOLS AS PROTECTORATES: STORIES TWO MI’KMAQ MOTHERS TELL |
title_short |
SCHOOLS AS PROTECTORATES: STORIES TWO MI’KMAQ MOTHERS TELL |
title_full |
SCHOOLS AS PROTECTORATES: STORIES TWO MI’KMAQ MOTHERS TELL |
title_fullStr |
SCHOOLS AS PROTECTORATES: STORIES TWO MI’KMAQ MOTHERS TELL |
title_full_unstemmed |
SCHOOLS AS PROTECTORATES: STORIES TWO MI’KMAQ MOTHERS TELL |
title_sort |
schools as protectorates: stories two mi’kmaq mothers tell |
publisher |
University of Saskatchewan |
publishDate |
2017 |
url |
https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42807 |
genre |
First Nations Mi’kmaq |
genre_facet |
First Nations Mi’kmaq |
op_source |
Canadian Journal of Educational Administration and Policy; No. 114 (2010) Revue canadienne en administration et politique de l'éducation; No. 114 (2010) 1207-7798 |
op_relation |
https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42807/30663 https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42807 |
op_rights |
Copyright (c) 2017 Debbie Pushor, Bill Murphy |
_version_ |
1766002228052623360 |