« Pieds Flous et la moufette » : les théories d’apprentissage occidentales et autochtones racontées
DOI :
https://doi.org/10.25071/1916-4467.40795Mots-clés :
éducation autochtone, psychologie de l’éducation, éducation inclusive, méthodologie narrativeRésumé
Cet article réfléchit à la manière dont les perspectives autochtones et occidentales concernant le développement peuvent s’entremêler et entrer en dialogue pour créer des classes solidaires et inclusives pour les élèves autochtones (et tous). Nous utilisons une méthodologie narrative pour répondre à cet objectif et proposer une approche holistique à notre analyse. Plus précisément, nous partageons une histoire fictive suivie d'une analyse approfondie pour découvrir comment les élèves autochtones continuent d'être confrontés au racisme et au colonialisme dans les écoles, puis nous examinons ce que les théories de l'apprentissage et du développement peuvent offrir pour relever ces défis. Cet article offre un aperçu de la manière dont les enseignants et les formateurs d’enseignants peuvent s’appuyer sur la sagesse des méthodes d’apprentissage autochtones et des pratiques éducatives occidentales pour réinventer des classes inclusives qui peuvent soutenir les apprenants autochtones (et tous).
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© Nikki Yee, Alicia D. Hiebert 2023 
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