Ceci est une version obsolète publiée le 2023-12-31. Consulter la version la plus récente.

« Pieds Flous et la moufette » : les théories d’apprentissage occidentales et autochtones racontées

Auteurs-es

DOI :

https://doi.org/10.25071/1916-4467.40795

Mots-clés :

éducation autochtone, psychologie de l’éducation, éducation inclusive, méthodologie narrative

Résumé

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).

Bibliographies de l'auteur-e

Nikki Yee, University of the Fraser Valley

Nikki Yee is an assistant professor of teacher education at the University of the Fraser Valley, Abbotsford Campus. She is passionate about building from the strength of diversity to support inclusive student learning.

Alicia Hiebert, University of the Fraser Valley

Currently, Alicia Hiebert is an undergraduate student at the University of the Fraser Valley, Abbotsford B.C. She also works as as an Aboriginal Support Worker for the School District of Langley #35.

Références

Archibald, J. [Q’um Q’um Xiiem]. (2008). Indigenous storywork: Educating the heart, mind, body, and spirit. University of British Columbia Press.

Bailey, B., & Betts, P. (2009). Culture and special education. International Journal of Special Education, 24(3), 78-84. https://eric.ed.gov/?id=EJ877939

Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164-180. https://www.jstor.org/stable/40212163?read-now=1

Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich Publishing.

Brayboy, B. M. J., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79, 1-21. https://www.researchgate.net/publication/279741759_Indigenous_Knowledges_and_the_Story_of_the_Bean

Butler, D. L., Schnellert, L., & Perry, N. E. (2017). Developing self-regulating learners. Pearson Canada.

Bruner, J. (2002). Making stories: Law, literature, life. Harvard University Press. https://archive.org/details/makingstories00jero

Cajete, G. (2005). American Indian epistemologies. New Directions for Student Services, 2005(109), 69-78. https://onlinelibrary.wiley.com/doi/10.1002/ss.155

Canadian Council on Learning (CCL). (2007). Redefining how success is measured in First Nations, Inuit, and Métis learning. Canadian Council on Learning. https://www.afn.ca/uploads/files/education/5._2007_redefining_how_success_is_measured_en.pdf

Castagno, A., & Brayboy, B. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research 78(4), 941-993. https://www.jstor.org/stable/40071151

Cote-Meek, S. (2014). Colonized classrooms: Racism, trauma and resistance in post-secondary education. Fernwood Publishing.

Davidson, S. F., & Davidson, R., (2018). Potlatch as pedagogy: Learning through ceremony. Portage & Main Press.

Directions Evidence and Policy Research Group (DEPRG). (2016). BC Antiracism research final report. https://www2.gov.bc.ca/assets/gov/education/ways-to-learn/aboriginal-education/abed-antiracism-research.pdf

Deloria, V., Jr. (1969). Custer died for your sins. University of Oklahoma Press.

Donald, D. (2009). The pedagogy of the fort: Curriculum, Aboriginal-Canadian relations, and Indigenous Métissage [Doctoral dissertation, University of Alberta]. Library and Archives Canada. https://central.bac-lac.gc.ca/.item?id=NR55335&op=pdf&app=Library&is_thesis=1&oclc_number=741397710

Donald, D. (2022). A curriculum for educating differently: Unlearning colonialism and renewing kinship relations. EdCan Network. https://www.edcan.ca/articles/a-curriculum-for-educating-differently/

First Nations Education Steering Committee (FNESC). (2020). First Peoples practices of learning. https://www.fnesc.ca/wp/wp-content/uploads/2020/09/FNESC-Learning-First-Peoples-poster-11x17-hi-res-v2.pdf

Gottschall, J. (2012). The storytelling animal: How stories make us human. Mariner Books.

Hare, J., & Pidgeon, M. (2011). The way of the warrior: Indigenous youth navigating the challenges of schooling. Canadian Journal of Education, 34(2), 93-111. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/908

Johnson, H. R. (2022). The power of story: On truth, the trickster, and new fictions for a new era. Biblioasis.

Kimmerer, R. W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge, and the teachings of plants. Milkweed Editions.

King, R. B., McInerney, D. M., & Pitliya, R. J. (2018). Envisioning a culturally imaginative educational psychology. Educational Psychology Review, 30(3), 1031-1065. https://www.jstor.org/stable/44956426

Kohl, H. (1991). I won’t learn from you: The role of assent in learning (1st ed.). Milkweed Editions.

Loppie, S., Reading, C., & de Leeuw, S. (2014). Social determinants for health: Indigenous experiences with racism and its impacts. National Collaborating Centre for Indigenous Health. https://www.ccnsa-nccah.ca/publications/lists/publications/attachments/131/2014_07_09_fs_2426_racismpart2_experiencesimpacts_en_web.pdf

Nunavut Department of Education. (2007). Inuit Qaujimajatuqangit education framework. Nunavut Department of Education, Curriculum and School Services. https://www.gov.nu.ca/sites/default/files/files/Inuit%20Qaujimajatuqangit%20ENG.pdf

Parent, A., Lin, G., Cojocaru, A., Roberts, C., Abera, Y., Onipede, O., & Cheverie, C. (2021). Deepening Indigenous education: Supporting the wholistic success of Indigenous learners, families and communities in Maple Ridge-Pitt Meadows School District 42.

Pidgeon, M. (2009). Pushing against the margins: Indigenous theorizing of "success" and retention in higher education. Journal of College Student Retention, 10(3), 339-360.

Raibmon, P. (2014). Introduction: Listening to Ɂəms taɁaw. In E. Paul, P. Raibmon, & H. Johnson, Written as I remember it: Teachings (Ɂəms taɁaw) from the life of a Sliammon Elder (pp. 3-62). University of British Columbia Press.

Ryan, R., & Deci, E. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860

Schonert-Reichl, K. A. (2019). Advancements in the landscape of social and emotional learning and emerging topics on the horizon. Educational Psychologist, 54(3), 222-232. https://lscjournalclub.org/wp-content/uploads/2019/09/Schonert-Reichl_2019_Advancements.pdf

Smith, L. T. (2021). Decolonizing methodologies: Research and Indigenous Peoples (3rd ed.). Zed Books.

Snively, G., & Corsiglia, J. (2016). Indigenous science: Proven, practical and timeless. In G. Snively & W. L. Williams (Eds.), Knowing home: Braiding Indigenous science with Western science, Book 1. University of Victoria. https://pressbooks.bccampus.ca/knowinghome/

Stó:lō Research and Resource Management Centre / Stó:lō Nation. (2016). The story of Lhilheqey (Mount Cheam). http://digitalsqewlets.ca/sxwoxwiyam/mtcheam-eng.php

St. Denis, V., & Hampton, E. (2002 Literature review on racism and the effects on Aboriginal education. Minister's National Working Group on Education, Indian and Northern Affairs Canada. https://web.archive.org/web/20051026042613/www.sfu.ca/mpp/aboriginal/colloquium/pdf/Racism_and_Abo_Education.pdf

Talaga, T. (2017). Seven fallen feathers: Racism, death, and hard truths in a northern city. House of Anansi Press.

Tremblay, M., Gokiert, R., Georgia, R., Edwards, K., & Skrypnek, B. (2013) Aboriginal perspectives on social-emotional competence in early childhood. International Indigenous Policy Journal 4(4), 1-14. https://doi.org/10.18584/iipj.2013.4.4.2

Truth and Reconciliation Commission of Canada (TRC). (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. Truth and Reconciliation Commission of Canada. https://publications.gc.ca/collections/collection_2015/trc/IR4-7-2015-eng.pdf

Volet, S., Vauras, M., & Salonen, P. (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215-226. https://doi.org/10.1080/00461520903213584

Woolfolk, A., Winne, P., & Perry, N. (2020). Educational Psychology (7th Canadian ed.). Pearson.

Younging, G. (2018). Elements of Indigenous style. Brush Education.

Téléchargements

Publié-e

2023-12-31

Versions

Comment citer

Yee, N., & Hiebert, A. (2023). « Pieds Flous et la moufette » : les théories d’apprentissage occidentales et autochtones racontées. La Revue De l’association Canadienne Pour l’étude De Curriculum , 20(2-3), 11–26. https://doi.org/10.25071/1916-4467.40795

Numéro

Rubrique

Articles