Hostname: page-component-7479d7b7d-jwnkl Total loading time: 0 Render date: 2024-07-11T01:36:49.306Z Has data issue: false hasContentIssue false
  • English
  • Français

Transformation and Re-Creation: Creating Spaces for Indigenous Theorising in Canadian Aboriginal Studies Programs

Published online by Cambridge University Press:  22 July 2015

Deborah Mcgregor
Deborah Mcgregor*
Affiliation:
Aboriginal Studies Program and Department of Geography, University of Toronto, 100 St George Street, Toronto, Ontario, M5S 3G3, Canada
Get access

Abstract

This paper explores the professional experience of an Anishnabe educator working in various organisations teaching Indigenous knowledge issues in both Aboriginal and primarily non-Aboriginal settings. The reflections span a number of years of teaching Aboriginal worldview and knowledge issues courses and include formal evaluations from both Aboriginal and non-Aboriginal students who have participated in the courses over that time. This paper draws upon two examples of educational institutions where Indigenous knowledge is being explored: the University of Toronto’s Aboriginal Studies Program and the Centre for Indigenous Environmental Resources’ (CIER) National First Nations Youth Environmental Education and Training Program. Both settings represent special places for thinking about decolonising Indigenous education. Integral to Aboriginal philosophy and decolonising education is the role elders play in informing and implementing meaningful education for Aboriginal learners. Both programs involve elders in central roles where they are recognised as authorities, facilitators and teachers. Discussion is offered on the subject of Aboriginal philosophies pertaining to education and some models for acting upon them, particularly as they relate to environmental education. Further analysis summarises the challenges faced by both programs and initiatives taken to advance Aboriginal educational goals. Finally, recommendations are made as to the types of changes which may be undertaken to realise creative spaces for resistance and creativity.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 34 , 2005 , pp. 67 - 78
Copyright
Copyright © Cambridge University Press 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations.Vancouver: University of British Columbia Press.Google Scholar
Battiste, M., & Findlay, L.(2002). Decolonising education in Canadian universities: An interdisciplinary, international, indigenous research project. Canadian Journal of Native Education, 26 (2),82–95.Google Scholar
Bopp, J., Bopp, M.,Brown, L, Lane, E,& Peter, C. (1988).The sacred tree [Special edition, adapted for grade 8 reading level].Lethbridge, AB: Worlds Development Project, University of Lethbridge.Google Scholar
Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. Durango, CO: Kivaki Press.Google Scholar
Centre for Indigenous Environmental Resources.(CIER). (1997). Centre for Indigenous Environmental Resources.[promotional brochure]. Winnipeg,MB: CIER.Google Scholar
Centre for Indigenous Environmental Resources.(CIER). (1998). Instructor handbook 1998-99 Winnipeg,MB: CIER.Google Scholar
Centre for Indigenous Environmental Resources.(CIER). (2005). About us.Retrieved 6 February, 2006,from www.cier.ca/about.html.Google Scholar
Colorado, R. (1988). Bridging Native and Western science. Convergence. Durango, CO: Kivaki Press. 21 (2/3), 49–67.Google Scholar
Couture, J. (1991). Explorations in native knowing. Convergence. In Friesen, J. (ed.). The cultural maze: Complex questions on native destiny in western Canada (pp.201–217). Calgary: Detselig Enterprises.Google Scholar
Ellerby, J. (2001). Working with Aboriginal elders: An introductoryhandbook for institution-based and health care professionals based on the teachings of Winnipeg-area Aboriginal elders and cultural teachers. Winnipeg, MB: Native Studies Press.Google Scholar
Ermine, W. (1995). Aboriginal epistemology.In Battiste, M.& Barman, J.(Eds.),First Nations education in Canada: The circle unfolds (pp.101–112).Vancouver: University of British Columbia Press.Google Scholar
Fitznor, L. (1998). The circle of life: Affirming Aboriginal philosophies in everyday living. In McCance, D. (Ed.),Life ethics in world religions (pp.22–40).Atlanta: Scholars Press.Google Scholar
Forest Stewardship Council (FSC).. (2003). FSC principles and criteria of forest stewardship.Retrieved 6 February, 2006, from www.fsc.org/en/about/policy_standards/princ_criteria.Google Scholar
Graveline, F. (1988).Circle works: transforming Eurocentric consciousness. Halifax: Fernwood Publishing.Google Scholar
Haig-Brown, C, & Archibald, J. (1996).Transforming First Nations research with respect and power. Qualitative Studies in Education,9 (5), 245–267. CrossRefGoogle Scholar
Hart, M. (1996). Sharing circles: Utilizing traditional practice methods for teaching, helping, and supporting. In O’Meara, S. & West, D. (Eds.),From our eyes: Learning from Indigenous peoples (pp.59–72).Toronto: Garamond Press.Google Scholar
Johnston, B. (1976). Ojibway heritage: The ceremonies, rituals, songs, dances,prayers and legends of the Ojibway. Toronto: McClelland & Stewart.Google Scholar
Knudtson, P. & Suzuki, D. (1992). Wisdom of the elders. Toronto: Stoddart Publishing.Google Scholar
LaDuke, W. (1999). All our relations: Native struggles for land andlife. Cambridge, MA: South End Press.Google Scholar
Longclaws, L. (1994).Social work and the medicine wheel framework. In Compton, B. & Galaway, B. (Eds.), Social work processes (pp.24–33).Pacific Grove, CA: Brooks/Cole Publishing.Google Scholar
McGregor, D. (2000). From exclusion to co-existence: Aboriginal participation in Ontario forest management planning. Unpublished PhD thesis, Toronto: University of Toronto.Google Scholar
McGregor, D. (2004). Traditional ecological knowledge and sustainable development: Towards co-existence. In Blaser, M.Feit, H. & McRae, G. (Eds.),In the way of development: Indigenous peoples, life projects and globalization (pp.72–91). New York: Zed Books.Google Scholar
National Indian Brotherhood. (NIB). (1972). Indian control of Indian education.Ottawa: National Indian Brotherhood.Google Scholar
O’Meara, S.,& West, D. (Eds.). (1996). From our eyes: Learning from indigenous peoples. Toronto: Garamond Press.Google Scholar
Ontario Ministry of Natural Resources. (OMNR). (2004). Forest management planning manual for Ontario’s crown forests.Toronto: Queen’s Printer for Ontario.Google Scholar
Rice, K. (2003). The Aboriginal studies program 1999-2003 [Report]. Toronto: Department of Linguistics, University of Toronto.Google Scholar
Royal Commission on Aboriginal Peoples.(RCAP). (1996). Perspectives and realities: Report of the Royal Commission on Aboriginal Peoples.(Vol.4).Ottawa: Canada Communications Group Publishing.Google Scholar
Sellers, R., McDonald, R.,’ Wilson, A. (2001). Healing the land: Canada’s Centre for Indigenous Environmental Resources (CIER) helps First Nations protect and restore the environment. Winds of Change, Spring, 36–39).Google Scholar
Silko, L.M. (1996). Yellow woman and a beauty of the spirit: Essays on Native American life today. New York: Simon and Schuster.Google Scholar
Sioui, G. (1992). For an Amerindian auto-history: An essay on the foundations of a social ethic. Montreal: McGill-Queen’s University Press.CrossRefGoogle Scholar
Smith, G. (2005a, April). The problematic of “Indigenous theorising“: A critical reflection. Paper presented at the American Education Research Association Annual Conference, 10 April,Montreal, Canada:Google Scholar
Smith, G. (2005b,June). Transformative praxis: Indigenous reclaiming of the academy and higher education. Paper presented at the Canadian Indigenous and Native Studies Association Annual Conference, 9 June,Peterborough, ON.Trent University,Google Scholar
Thorpe, D. (Ed.).(1996). People of the seventh fire: Returning lifeways of native America. Ithaca, NY: Akwe:kon Press.Google Scholar
Wastasecoot, K., and Sellers, R. (2001). Environmental education and training engage First Nations students. Winds of Change, Summer.14–18. Google Scholar
Webster, S., and Nabigon, H. (1993). First Nations empowerment in community-based research.In Anisef, E. & Axelrod, R. (Eds.), Transitions: Schooling and employment in Canada. (pp.159–167). Toronto: Thompson Publishers. Google Scholar
White, L.O., (1996). Medicine wheel teachings in native language education.In O’Meara, S. & West, D. (Eds.), From our eyes: Learning from Indigenous peoples. (pp.107–122). Toronto: Garamond Press.Google Scholar
World Commission on Environment and Development. (WCED). (1987). Our common future.(Vol.4).Oxford: Oxford University Press.Google Scholar
United Nations Division for Sustainable Development. (UNDSD). (2004). Agenda 21.Retrieved 6 February, 2005, from www.un.org/esa/sustdev/documents/agenda21/index.htm.Google Scholar