Decolonizing education : nourishing the learning spirit / Marie Battiste.
- 0 of 1 copy available at Emily Carr University of Art + Design.
0 current holds with 1 total copy.
|Location||Call Number / Copy Notes||Barcode||Shelving Location||Holdable?||Status||Due Date|
|Emily Carr University of Art + Design||E96.2 .B355 2013 (Text)||30229041||Teaching and Learning||Volume hold||Checked out||2020-12-11|
- ISBN: 9781895830774
- Physical Description: 217 pages ; 23 cm
- Publisher: Saskatoon : Purich Publishing Limited, 
- Copyright: ©2013
|Bibliography, etc. Note:||
Includes bibliographical references (pages 192-205) and index.
|Formatted Contents Note:||
Foreword -- 1. Introduction - 2. The legacy of forced assimilative education for Indigenous Peoples - 3. Mi'Kmaw education: roots and routes - 4. Creating the Indigenous renaissance - 5. Animating ethical trans-systemic education systems - 6. Confronting and eliminating racism - 7. Respecting Aboriginal languages in education systems - 8. Displacing cognitive imperialism - 9. Recommendations for constitutional reconciliation - 10. Possibilities of educational transformations -- References -- Index.
"Drawing on treaties, international law, the work of other Indigenous scholars, and especially personal experiences, Marie Battiste documents the nature of Eurocentric models of education, and their devastating impacts on Indigenous knowledge. Chronicling the negative consequences of forced assimilation and the failure of current educational policies to bolster the social and economic conditions of Aboriginal populations, Battiste proposes a new model of education. She argues that the preservation of Aboriginal knowledge is an Aboriginal right and a right preserved by the many treaties with First Nations. Current educational policies must undergo substantive reform. Central to this process is the rejection of the racism inherent to colonial systems of education, and the repositioning of Indigenous humanities, sciences, and languages as vital fields of knowledge. Battiste suggests the urgency for this reform lies in the social, technological, and economic challenges facing society today, and the need for a revitalized knowledge system which incorporates both Indigenous and Eurocentric thinking. The new model she advocates is based on her experiences growing up in a Mi’kmaw community, and the decades she has spent as a teacher, activist, and university scholar."
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|Topic Heading:||First Nations Canada.