Abstracts
Abstract
To foster the success of young Indigenous learners, our study partnered with an urban Indigenous school in Alberta’s capital region. This paper explores the decolonizing practices that emerged through the ethical relationships developed with students and staff guided by the Cree wisdom teachings of wîcihitowin and wahkohtowin. A group of Indigenous and Canadian university and school-based co-researchers worked with a class of students over four years (from grade 6 to 9) incorporating Indigenous knowledges with the mandated Social Studies curriculum. The teachings included Cree language, land-based activities, ceremony and story. Students expressed appreciation for the teachings and the opportunities they had experienced over the course of the study; it was a small step towards decolonizing education.
Keywords:
- Indigenous education,
- decolonizing education,
- ethical relationality,
- wîcihitowin and wahkohtowin
Résumé
Pour favoriser la réussite des jeunes apprenants d’origine autochtone, notre équipe a collaboré avec une école autochtone située dans la région de la capitale albertaine. Cet article explore les pratiques de décolonisation qui ont émergé des relations éthiques développées entre les élèves et membres du personnel, guidés par les enseignements cris wîcihitowin et wahkohtowin. Un groupe collaboratif de chercheurs ont travaillé avec un groupe d’élèves pendant 4 ans (de la 6e année du primaire à la 3e secondaire). Ils ont inclus des savoirs autochtones au programme d’univers social. Les élèves ont partagé leur appréciation en lien avec les savoirs et les opportunités vécues au cours du projet de recherche. Cette étude constitue un pas vers la décolonisation de l’éducation.
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Appendices
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