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Thinking Place: Animating the Indigenous Humanities in Education

Published online by Cambridge University Press:  22 July 2015

Marie Battiste ,
Lynne Bell ,
Isobel M. Findlay ,
Len Findlay  and
James (Sákéj) Youngblood Henderson
Marie Battiste
Affiliation:
Department of Educational Foundations, College of Education, University of Saskatchewan, 28 Campus Drive, Saskatoon, Saskatchewan, S7N 0X1, Canada
Lynne Bell
Affiliation:
Department of Art and Art History, University of Saskatchewan, 3 Campus Drive, Saskatoon, Saskatchewan, SK S7N 5A4, Canada
Isobel M. Findlay
Affiliation:
College of Commerce, University of Saskatchewan, 25 Campus Drive, Saskatoon, Saskatchewan, S7N 5A7, Canada
Len Findlay
Affiliation:
Humanities Research Unit, University of Saskatchewan, 9 Campus Drive, Saskatoon, Saskatchewan, S7N 5A5, Canada
James (Sákéj) Youngblood Henderson
Affiliation:
Native Law Centre of Canada, Diefenbaker Canada Centre, 101 Diefenbaker Place, Saskatoon, Saskatchewan, S7N 5B8, Canada
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Abstract

Illustrating contexts for and voices of the Indigenous humanities, this essay aims to clarify what the Indigenous humanities can mean for reclaiming education as Indigenous knowledges and pedagogies. After interrogating the visual representation of education and place in Saskatoon, Saskatchewan, Canada, the essay turns to media constructions of that same place as an exemplary site for understanding Aboriginal relations to the Canadian justice system, before sharing more general reflections on thinking place. The task of animating education is then resituated in the Indigenous humanities developed at the University of Saskatchewan, Canada, as a set of intercultural and interdisciplinary theoretical and practical interventions designed to counter prevailing notions of colonial place. The essay concludes by placing education as promise and practice within the non-coercive normative orders offered by the United Nations. In multiple framings and locations of the Indigenous humanities, the essay aims to help readers to meet the challenges they themselves face as educators, learners, scholars, activists.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 34 , 2005 , pp. 7 - 19
Copyright
Copyright © Cambridge University Press 2005

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