scholarly journals DAS NARRATIVAS DO CINECLUBE EM CÁCERES ÀS NARRATIVAS DA ESCOLA INDÍGENA LUTUMA DIAS: a educação escolar indígena diferenciada

2017 ◽  
Vol 24 (3) ◽  
pp. 141
Author(s):  
Naine Terena De Jesus ◽  
Maritza Maldonado
Keyword(s):  
School Education ◽  
Aboriginal Peoples ◽  
Aboriginal Education ◽  
Aboriginal Culture ◽  
Didactic Material ◽  
Medios De Comunicacion

 Este artigo foi produzido no âmbito do Projeto Cineclubes - Cinema, infâncias e diferenças, realizado pelo Ateliê de Imagem e educação, do Programa de Pós-graduação em Educação da UNEMAT - MT. As narrativas acerca dos povos indígenas do Brasil, apresentadas por professores participantes do Cineclube, movimentaram o pensamento das autoras para a releitura da tese de doutorado Audiovisual na Escola Terena Lutuma Dias: educação indígena diferenciada e as mídias, cujo foco era a problematização sobre a educação escolar indígena e o uso do audiovisual, em especial, para o ensino da cultura indígena e principalmente se este seria um material didático capaz de contemplar as necessidades pedagógicas dos professores Terena, frente aos recursos como livros e cartilhas que estão atualmente disponíveis na escola indígena. Revisitar a tese e trazer tais informações a este artigo, se deu devido ao fato das narrativas do Cineclube se tornarem personagens conceituais para se pautar a educação escolar indígena visando enriquecer o conhecimento do leitor acerca de diferentes contextos e realidades da educação no país. Palavras-chave: Educação indígena. Interculturalidade. Tic. Infância. Indígenas.OF THE NARRATIVES OF THE CINECLUBE IN CÁCERES TO THE NARRATIVES OF THE ABORIGINAL SCHOOL LUTUMA DIAS: the differentiated aboriginal pertaining to school education Abstract: This article was produced in the scope of the participation of the authors in the Cineclubes Project - Cinema, infancies and differences, carried through for the Ateliê de Imagem and education, of the Program of After-graduation in Education of the UNEMAT - MT. The narratives concerning the aboriginal peoples of Brazil, presented for participant professors of the Cineclube, had put into motion the thought of the author for the releitura of the thesis of doutorado Audiovisual in the School Terena Lutuma Dias: aboriginal education differentiated and the medias, taking it to revisit it the problematização on the aboriginal pertaining to school education and the use of the audiovisual, in special, for the education of the aboriginal culture and mainly if this would be a didactic material capable to contemplate the pedagogical necessities of Terena professors, front to the resources as books and cartilhas that they are currently available in the aboriginal school. To revisit the thesis and to bring such information to this article, if gave due to the fact of the narratives of the Cineclube if to become conceptual personages to pautar the aboriginal pertaining to school education aiming at to enrich the knowledge of the reader concerning different contexts and realities of the education in the country.Keyworks: Aboriginal education. Interculturalidade. Tic. Infancy. Aboriginals. LAS NARRATIVAS DE CINECLUBE EN CÁCERES Y NARRATIVAS DE LA ESCUELA INDÍGENA LUTUMA DIAS: una educación escolar indígena diferenciadaResumen: Este artículo no ha sido reproducido en ningún momento de la participación de las autoras en el Proyecto Cineclubes - Cine, infancias e diferencias, realizado por Ateliê de Imagem y educación, Programa de Pós-graduación en Educación de UNEMAT - MT. Como narrativas acerca de los dos indígenas indígenas del Brasil, las presentaciones de los profesores participantes del Cineclube, movimentaron el pensamiento de la autora para una relevación de las enseñanzas de los medios de comunicación audiovisual en la escuela Terena Lutuma Dias: educación indígena diferenciada y como mídias, A educação escolar indígena y el uso del audiovisual, en especial, para el aprendizaje de la cultura indígena y principalmente en el este material seria didático capaz de contemplar como necesidades pedagógicas de los profesores Terena, . Revisar el texto de este artículo, se ha dado por el hecho de las narraciones de Cineclube, se convertirá en personajes conceptuales para el aprendizaje de la educación en el país.Palabras clave: Educación indígena. Interculturalidade. Tic. Infância. Indígenas.                                

scholarly journals Aboriginal Education as Cultural Brokerage: New Aboriginal Teachers Reflect on Language and Culture in the Classroom

2010 ◽  
Vol 44 (3) ◽  
pp. 355-375 ◽  
Author(s):  
Julian Kitchen ◽  
Lorenzo Cherubini ◽  
Lyn Trudeau ◽  
Janie M. Hodson
Keyword(s):  
Teacher Preparation ◽  
Aboriginal Education ◽  
Teacher Education Programs ◽  
Language And Culture ◽  
Talking Circle ◽  
Aboriginal Culture ◽  
Cultural Brokerage ◽  
Canadian Culture ◽  
Coming To Know ◽  
Aboriginal Languages

Abstract This paper reports on a Talking Circle of six beginning Aboriginal teachers who discussed their roles as teachers. Participants criticized teacher education programs for not preparing them to teach in ways that are respectful of Aboriginal languages and culture. They discussed the importance of coming to know themselves and their culture. The paper concludes with suggestions for decolonizing teacher preparation so that Aboriginal teachers are enabled as protectors of Aboriginal culture and brokers with Euro-Canadian culture. 

Placing Torres Strait Islanders on a Sociolinguistic and Literate Continuum: A Critical Commentary

1991 ◽  
Vol 19 (3) ◽  
pp. 39-53 ◽  
Author(s):  
Martin Nakata
Keyword(s):  
Torres Strait Islander ◽  
Educational Achievement ◽  
Oral Traditions ◽  
Aboriginal Peoples ◽  
Critical Examination ◽  
Aboriginal Education ◽  
Torres Strait Islander People ◽  
Linguistic Differences ◽  
Critical Commentary ◽  
Torres Strait

Much of the literature on Torres Strait Islander, as well of Aboriginal, education begins from the assumption that oral traditions and cultures have a profound effect on educational achievement. But how easy is it to plot Islanders on an oral/literate continuum (cf. Goody, 1978)? The purpose of this paper is a critical examination of a sociolinguistic model designed to describe Torres Strait Islander and Aboriginal peoples in terms of oracy and literacy by Watson (1988). As part of her attempt to explain mathematics education as it relates to Aboriginal and Torres Strait Islander people, her continua attempt at an analysis via a theoretical framework built on socio-demographic and linguistic differences between orate and literate traditions. Watson (1988, p.257) suggest that, “...there exists the same type of continuum linking use of Torres Strait Islander languages and English.”

Norway's “Sámi Language Act”: Emancipatory implications for the world's aboriginal peoples

1995 ◽  
Vol 24 (4) ◽  
pp. 493-514 ◽  
Author(s):  
David Corson
Keyword(s):  
Bilingual Education ◽  
Indigenous People ◽  
Language Education ◽  
Aboriginal Peoples ◽  
Aboriginal Education ◽  
Cultural Rights ◽  
Research Questions ◽  
Norwegian Education ◽  
The Impact ◽  
Schooling System

ABSTRACTThe Sámi (formerly called Lapps) are the indigenous people of Arctic Scandinavia and northwest Russia. Legislation giving major language and cultural rights to Norway's Sámi people was enacted in 1992. As an introduction to discussion of the impact of the Sámi Language Act on Norwegian education, this article begins with an outline of the schooling system in Norway. Its review of the act itself covers the following topics: the Sámi culture and the Sámi languages, social and political problems that affect the Sámi, the place of the Sámi languages in education, and recent educational changes that flow from the Sámi Language Act. Three research questions, covering the practice and organization of bilingual aboriginal education in Norway, are then addressed at length. The article concludes by drawing emancipatory implications from the Sámi experience for members of aboriginal cultures and for the future of aboriginal education generally. (Power and culture, Sámi culture, minority education, native language education, bilingual education)

Engendering Nationality: Haudenosaunee Tradition, Sport, and the Lines of Gender1

2013 ◽  
Vol 23 (1) ◽  
pp. 319-354 ◽  
Author(s):  
Allan Downey
Keyword(s):  
National Identity ◽  
North American ◽  
International Competition ◽  
Aboriginal Peoples ◽  
American Antiquity ◽  
Native Canadians ◽  
Significant Element ◽  
Aboriginal Culture ◽  
Gender Constructions ◽  
And Gender

The Native game of lacrosse has undergone a considerable amount of change since it was appropriated from Aboriginal peoples beginning in the 1840s. Through this reformulation, non-Native Canadians attempted to establish a national identity through the sport and barred Aboriginal athletes from championship competitions. And yet, lacrosse remained a significant element of Aboriginal culture, spirituality, and the Native originators continued to play the game beyond the non-Native championship classifications. Despite their absence from championship play the Aboriginal roots of lacrosse were zealously celebrated as a form of North American antiquity by non-Aboriginals and through this persistence Natives developed their own identity as players of the sport. Ousted from international competition for more than a century, this article examines the formation of the Iroquois Nationals (lacrosse team representing the Haudenosaunee Confederacy in international competition) between 1983-1990 and their struggle to re-enter international competition as a sovereign nation. It will demonstrate how the Iroquois Nationals were a symbolic element of a larger resurgence of Haudenosaunee “traditionalism” and how the team was a catalyst for unmasking intercommunity conflicts between that traditionalism—engrained within the Haudenosaunee’s “traditional” Longhouse religion, culture, and gender constructions— and new political adaptations.

Aboriginalia: Souvenir Wares and the ‘Aboriginalization’ of Australian Identity

2010 ◽  
Vol 10 (3) ◽  
pp. 195-208 ◽  
Author(s):  
Adrian Franklin
Keyword(s):  
Race Relations ◽  
Social Life ◽  
Aboriginal People ◽  
Aboriginal Peoples ◽  
Aboriginal Culture

In recent years Aboriginalia, defined here as souvenir objects depicting Aboriginal peoples, symbolism and motifs from the 1940s—1970s and sold largely to tourists in the first instance, has become highly sought after by both Aboriginal and non-Aboriginal collectors and has captured the imagination of Aboriginal artists and cultural commentators. The paper seeks to understand how and why Aboriginality came to brand Australia and almost every tourist place and centre at a time when Aboriginal people and culture were subject to policies (particularly the White Australia Polic(ies)) that effectively removed them from their homelands and sought in various ways to assimilate them (physiologically and culturally) into mainstream white Australian culture. In addition the paper suggests that this Aboriginalia had an unintended social life as an object of tourism and nation. It is argued that the mass-produced presence of many reminders of Aboriginal culture came to be ‘repositories of recognition’ not only of the presence of Aborigines but also of their dispossession and repression. As such they emerge today recoded as politically and culturally charged objects with (potentially) an even more radical role to play in the unfolding of race relations in Australia.

scholarly journals Seeking new paradigms in Aboriginal education research: methodological opportunities, challenges and aspirations

2016 ◽  
Vol 5 (3) ◽  
pp. 273 ◽  
Author(s):  
Marnee Shay
Keyword(s):  
Indigenous Peoples ◽  
Torres Strait Islander ◽  
Aboriginal Peoples ◽  
Aboriginal Education ◽  
Theoretical Frameworks ◽  
Doctoral Research ◽  
Research Paradigms ◽  
Methodological Approaches ◽  
Critical Discourses ◽  
Practical Implications

It is only relatively recently that Aboriginal peoples in Australia are represented in the academe, creating knowledges that speak for, and not of us. Internationally renowned Maori scholar, Professor Linda Tuhiwai Smith, was groundbreaking in her use of critical discourses needed for indigenous peoples globally to reclaim our knowledges and experiences through research. The emergence of Aboriginal and Torres Strait Islander scholars in Australia presents hope and opportunities for our communities to utilise the possibilities that ethical, Indigenous-driven research can have in interrogating complex and ongoing issues created by colonialism.Research that theorises Aboriginal epistemic and ontological research paradigms in Australia are still developing. Moreover, discipline-specific theoretical frameworks and methodologies are still emerging. This paper outlines my experience as an Aboriginal researcher in utilising Indigenist theoretical principles and methodological approaches. Using autobiographical reflections from my doctoral research, I present a range of practical implications that arise when the 'researched' shifts to the researcher in Western-dominated spaces such as schools. I will critically analyse the question, are Aboriginal researchers able to conduct research that is motivated by our agendas, ideas and aspirations in a discipline that perpetuates imperialism, racism and exclusion?

scholarly journals Examining New Aboriginal Teachers’ Experiences: Understanding Realities and Building Relationships

2008 ◽  
Vol 4 (3) ◽  
Author(s):  
Lorenzo Cherubini ◽  
Julian Kitchen
Keyword(s):  
Culturally Responsive ◽  
Mother Tongue ◽  
Social Performance ◽  
Critical Role ◽  
Aboriginal Peoples ◽  
Aboriginal Education ◽  
Indian Children ◽  
Building Relationships ◽  
Statistics Canada ◽  
The Impact

The realities of Aboriginal education in Ontario are complex and multi-faceted. After many years of advocacy by Aboriginal leaders, governments and educational authorities are becoming more receptive to Aboriginal education concerns. At the same time, over 42% of 15 to 29 year-olds in Ontario left school with less than a high school education (Aboriginal Peoples Survey, 2001). Even more concerning is evidence that the health of Aboriginal culture continues to decline. A recent Statistics Canada report states that “the proportion of North American Indian children with an Aboriginal mother tongue fell from 9% in 1996 to 7% in 2001” (Aboriginal Peoples Survey, 2001). Aboriginal teachers have a critical role to play in the improvement of Aboriginal education and, particularly, in the preservation and renewal of Aboriginal languages and cultures. Although there is strong evidence that the minority students have higher academic, personal, and social performance when taught by members of their own ethnic group and with culturally responsive approaches (National Collaborative on Diversity in the Teaching Force, 2004), there is little research on the needs of Aboriginal educators. The literature is particularly silent about new Aboriginal teachers’ successes, problems, and the impact of their teacher education programs on their practice. These challenges, particularly the critical need for Aboriginal teachers able to support student learning and contribute to the preservation of their distinct languages and cultures, prompted us to conduct research with new Aboriginal educators.

scholarly journals A CONTRIBUIÇÃO DAS PREMISSAS PÓS-COLONIAIS PARA O ENSINO DA GEOGRAFIA ESCOLAR (THE CONTRIBUTION OF POST-COLONIAL PREMISES FOR THE FIRST YEARS GEOGRAPHY EDUCATION)

2019 ◽  
pp. 258-271
Author(s):  
Leonardo Luiz Silveira da Silva
Keyword(s):  
Geography Education ◽  
School Education ◽  
Post Colonial ◽  
Political Autonomy ◽  
Interdisciplinary Approaches ◽  
Education School ◽  
Colonial Experience ◽  
Didactic Material ◽  
School Books ◽  
Critical Movement

RESUMO:O artigo em questão apresenta uma crítica a abordagem de livros didáticos de Geografia frente às premissas do pensamento pós-colonial, que tanto contribuiu para a constituição da moderna antropologia. Estas premissas foram elencadas a partir da sustentação de autores que integram o mainstream pós-colonial. Por intermédio da avaliação de seis livros didáticos de uma mesma série e de diferentes autores e editoras, são destacadas as premissas que foram mais negligenciadas, bem como é problematizado o caráter nocivo de sua negligência para a educação escolar. Esta avaliação se dá por meio da confrontação das premissas pós-coloniais inicialmente apresentadas e a leitura do material didático. Conclui-se que a experiência colonial, não dirimida pela autonomia política, é responsável pela forma de pensamento que reifica a subalternidade de certos grupos e o binarismo eurocêntrico, sendo necessário um movimento crítico, baseado em abordagens holísticas e interdisciplinares, para atenuar as reminiscências da nossa experiência colonial na educação.Palavras-chave: Pós-Colonialismo; Geografia; Antropologia; Educação Escolar; Livros Didáticos. ABSTRACT:The article in question criticizes the approach of Geography textbooks face to the premises of postcolonial thought, which contributed so much to modern anthropology constituition. These premises were listed based on the approach of authors who are part of the postcolonial mainstream. Through the evaluation of six textbooks of different authors and publishers, although designed for the same educational level, the most neglected premises are highlighted, as well as the harmful nature of their neglect of school education. This evaluation takes place through the confrontation of the post-colonial premises initially presented and the reading of didactic material. It is concluded that the colonial experience, not ruled by political autonomy, is responsible for the form of thought that reifies the subalternity of certain groups and bring Eurocentric binarism. A critical movement based on holistic and interdisciplinary approaches is needed to mitigate the reminiscences of our colonial experience in education.Keywords: Post-Colonialism; Geography; Anthropology; School Education; School books.

scholarly journals Metis Constitutional Rights in Section 35(1)

1997 ◽  
Vol 36 (1) ◽  
pp. 180
Author(s):  
Catherine Bell
Keyword(s):  
Federal Government ◽  
Aboriginal Peoples ◽  
Constitutional Rights ◽  
Aboriginal Rights ◽  
European Contact ◽  
Aboriginal Culture ◽  
Recent Developments ◽  
Judicial Recognition

In this article, the author explores the need for a theory of Aboriginal rights broad enough to include all of the Aboriginal peoples of Canada. She examines recent developments in judicial recognition of the constitutional rights of the Metis people since their inclusion in s. 35(1) of the Constitution Act, 1982 and applies the fiduciary principle to dealings between the federal government and the Metis. The author also argues that the Metis' inclusion in s. 35(1) suggests that their rights are inherent, sui generis rights. However, the author is concerned about decisions such as R. v. Van der Peet, which may limit Aboriginal s. 35 rights to the protection of activities that were, and continue to be, central to Aboriginal culture. The author argues that using European contact as a blanket cut-off point for defining rights of all Aboriginal peoples could threaten the rights of the Metis, whose culture is a blend of European and Aboriginal elements. A more appropriate date is suggested for measuring the existence of historical Metis rights, namely the date of actual imposition or negotiation of colonial law or government.

scholarly journals “I Wish to be Free of All Things I Am Not and Will Never Be”: Reorientation of Self Through the (re)Framing of (post)Colonial Consciousness in Marie Clements’ The Edward Curtis Project.

2017 ◽  
Vol 4 ◽  
Author(s):  
Ahmed P. Alkubaisy
Keyword(s):  
Aboriginal People ◽  
Aboriginal Peoples ◽  
Historical Records ◽  
Direct Response ◽  
Post Colonial ◽  
Aboriginal Culture ◽  
Static Group ◽  
Object Dynamics ◽  
Aboriginal Literature

The works of Edward Curtis are weighty historical records considered as seminal projects that have been the international communities main representations of Aboriginal cultures and their peoples. However, Curtis' projects, as ethno-anthropological work, limit the avenues of representation afforded to Aboriginal peoples; through attempting to preserve an image of authenticity, Curtis' work entraps and filters the multifaceted compontents of Aboriginal culture(s) into a homogenous static group through a colonial lens. In opposition to these colonial standards, contemporary aboriginal literature attempts to carve a path in which Aboriginal people are represented in their own dynamic cultures and identities; the dramatic work of Marie Clements, The Edward Curtis Project, acts as a direct response to the work of Edward Curtis as it (re)frames and problematizes discourse regarding (re)presentation, (post)colonial conscioussness, and the (re)positioning of subject/object dynamics.

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