Documents found
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2746.More information
In this retrospective I highlight the main stages in my career as an anthropologist since completing my doctoral studies at Yale University. I first tell how I found in anthropology the profession that would enable me to explore a question that I had as a child: what I might have become had I been born and raised in another environment, among “Others”? I then underscore how from beginning to end my career was enriched from my learning two indigenous languages, first in my fieldwork among the Wayuu of Columbia (September 1975 to December 1976), and then among the Dene Tha' of northwestern Alberta amongst whom I spent six months a year from 1980 to 1984. Learning the language brought me closer to Dene Tha' Elders and made possible my participation in their ceremonies which led me to write ethnographically in a way that contributed to the development of experiential anthropology. My numerous presentations and publications explore major themes in the field of indigenous studies: epistemology, ethics, methodology, ethnogenesis, rituals, shamanism, territorial claims, self-government, gender identities, conceptions of life and death, and reincarnation. In this career, I also describe what I learned from the Dene Tha' that guided me in significant initiatives in my role as Director of the Native Centre at the University of Calgary from 1988 à 1991, and as founding Dean of the Faculty of Human Sciences at Saint Paul University from 1997 to 2005.
Keywords: études autochtones, Wayuu, Dènè Tha', identités, anthropologie expérientielle, Indigenous studies, Wayuu, Dene Tha', identities, experiential anthropology, estudios indígenas, Wayuu, Dènès Tha', identidades, antropología experiencial
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2748.More information
In response to the Truth and Reconciliation Calls to Action (TRC, 2015), a school board teamed with university educators and educational partners to generate a professional learning series to support educators’ engagement with Indigenous knowledges. A research team that assembled two years later interviewed the learning series participants to explore how educators were navigating Indigenous knowledge within a Eurocentric school system. This research acknowledges the challenges of doing this work within shifting institutional policies and initiatives, the wider politics of Indigenous and non-Indigenous relations, building intercultural understandings and community partnerships, and negotiating epistemological difference. The researchers — including Indigenous and non-Indigenous peoples — echoed resonances with the participants that occurred throughout the data collection process and often spoke about the parallel paths of research and schooling — both historically used as tools of colonization and now having a role in decolonization. To disrupt colonial propensities, we share our reflections as researchers, specifically around complexities and tensions of engaging Indigenous knowledges throughout our research processes concerning the participants’ experiences. By sharing the tensions and (un)learning that emerged on these parallel paths, we honour diverse entry-points and experiences to animate how trans-systemic knowledge building might ensue.
Keywords: Indigenous education, Eurocentrism, trans-systemic knowledges
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2749.More information
The purpose of this contribution is to gain a better understanding of how language status is negotiated in superdiverse classrooms in French overseas departments in order to think differently about inclusive educational policies. First, we compare the concepts of translanguaging, interlecte, and mélangue. Then, we analyze — through the lens of the rhizome — verbal interactions in a pre-primary classroom where “awakening to languages” sessions are experienced. The study identifies several multilingual interaction strategies. The results show in particular how to rely on the students’ inner speech. By distinguishing compensatory strategies revealing a “language-problem” vision (VLP) from those aiming at social transformation (VTS), we eventually highlight the ideologies that condition students’ language inclusion.
Keywords: language exclusion, inclusive language policies, translanguaging, interlecte, mélangue, rhizome, multilingual interaction strategies, inner speech, La Réunion, Indian Ocean, exclusion langagière, politiques linguistiques inclusives, translanguaging, interlecte, mélangue, rhizome, stratégies d’interactions plurilingues, langage intérieur, La Réunion, océan Indien
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2750.More information
In this article, we will sketch a historical portrait of the video game sector in Quebec, both on the geographical plane (from Montreal to Quebec City through Trois-Rivières and other off-centred studios) and for different firm types (from the large studios to independent developers and amateurs). This historical overview will shed light on the challenges and characteristics of this sector which straddles both the technology and cultural industries in three stages : 1) the explorations of amateur entrepreneurs and enthusiasts; 2) the colonisation by large foreign firms and the injection of foreign capital which stimulated industry growth; 3) the structuration of independent developers (notably with La Guilde du jeu video du Québec) and the post-fission transition to a sustainable development of the sector. Our overview will cover the factual aspects of the industry, issues of contents and creative processes, and the challenges of achieving cultural sovereignty in a business sector based on liberalized markets, the free flow of capital, and a dematerialized digital economy.
Keywords: Jeu vidéo, Industrie, Histoire, Économie, Video game, Industry, History, Economy