scholarly journals Language, Culture, and Early Childhood: Indigenous Children’s Rights in a Time of Transformation

2016 ◽  
Vol 3 (1) ◽  
pp. 16-31
Author(s):  
Margo Greenwood
Keyword(s):  
Early Childhood ◽  
Indigenous Peoples ◽  
Indigenous Populations ◽  
Minority Children ◽  
Rights Of The Child ◽  
Primary Mechanism ◽  
Indigenous Children ◽  
Community Ties ◽  
History Of ◽  
United Nations Convention

Article 30 of the United Nations Convention on the Rights of the Child (UNCRC) sets out the rights of Indigenous and minority children to learn about and practice their own culture, religion, and language in countries where these practices are not shared by the majority of the population. The provisions of Article 30 are particularly relevant in nations such as Canada that are built upon a history of colonization, where for generations Indigenous children have been dispossessed of their cultures, languages, territories, family and community ties—all of the foundational elements of healthy and whole Indigenous identities. The colonization of the life-worlds of Indigenous children represents, in short, a primary mechanism through which nations have attempted to eliminate and assimilate the Indigenous populations within their borders, with devastating multi-generational consequences for surviving Indigenous peoples.

Feeding Indigenous people in Canada

2020 ◽  
pp. 002087282091621
Author(s):  
Tabitha Robin (Martens) ◽  
Mary Kate Dennis ◽  
Michael Anthony Hart
Keyword(s):  
Social Work ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Food Systems ◽  
Well Being ◽  
Indigenous Populations ◽  
Policy Decisions ◽  
Indigenous Cultures ◽  
Indigenous Children ◽  
History Of

Historically, hunger was used as a tool of coercion and manipulation, and as a weapon to eradicate Indigenous populations. Through policy decisions, the support for and removal of Indigenous children, and other assimilative practices, social work has contributed to the perpetuation of ‘helping practices’ which damaged Indigenous cultures and well-being. Today, experiences of hunger are still tied to colonialism. There is a need to examine the complex history of feeding Indigenous peoples in Canada and to work to reclaim and heal Indigenous food systems. For social work, this requires an emphasis on Indigenous ways of helping led by Indigenous peoples.

Child-Centred, Family-Centred, Decentred: Positioning Children as Rights-Holders in Early Childhood Program Collaborations

2012 ◽  
Vol 2 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Frances Press ◽  
Sandie Wong ◽  
Jennifer Sumsion
Keyword(s):  
Early Childhood ◽  
Blind Spot ◽  
Research Literature ◽  
Early Years ◽  
Children And Families ◽  
Early Childhood Programs ◽  
Policy And Practice ◽  
Policy Context ◽  
Rights Of The Child ◽  
United Nations Convention

Although the policy context in Australia is conducive to professional collaborations in early years services, understandings of collaboration are highly variable across the domains of research literature, policy and practice. Inconsistent and possibly incompatible approaches to working with children and families, as well as significant philosophical and professional differences, may be disguised by common terminology adopted under the rubric of collaborative practice. A potential blind spot concerns the positioning of the child, whose perspectives, needs and desires are easily subsumed by the intentions of the adults around them, either as professionals or family members. With reference to the United Nations Convention on the Rights of the Child and drawing on extant literature and data from two Australian research projects examining integrated and collaborative practices in early childhood programs, this article interrogates the positioning of the child in interprofessional and transprofessional collaborations, and examines the potential of the early childhood educator to sharpen the focus on children.

Indigenous Children

2020 ◽  
pp. 569-593
Author(s):  
Addie C. Rolnick
Keyword(s):  
International Law ◽  
Racial Discrimination ◽  
Indigenous Peoples ◽  
Minority Rights ◽  
Individual Rights ◽  
Limited Evidence ◽  
International Convention ◽  
Rights Of The Child ◽  
International Labor ◽  
Indigenous Children

This chapter considers the major international law instruments that protect the rights of indigenous children. Indigenous children are situated at the intersection of children’s rights, indigenous peoples’ rights, and minority rights against discrimination. A robust corpus of international law has developed in each of these areas, but none were developed to protect indigenous children specifically. The chapter considers the rights protected by all three regimes as they apply to indigenous children, including analyses of the UN Declaration on the Rights of Indigenous Peoples, International Labor Organisation Convention No. 169, the UN Convention on the Rights of the Child, the International Convention on the Elimination of All Forms of Racial Discrimination, and the work of treaty bodies. It considers how rights protected by each regime interact, as well as the tensions and gaps that remain. It describes the potential breadth of international law protections and the limited evidence of implementation. It also discusses the interrelationship between collective and individual rights concepts for indigenous children.

Some Remarks on the Draft Declaration on the Rights of Indigenous Peoples

1995 ◽  
Vol 8 (1) ◽  
pp. 103-113 ◽  
Author(s):  
Catherine M. Brölmann ◽  
Marjoleine Y.A. Zieck
Keyword(s):  
Political Participation ◽  
Indigenous Peoples ◽  
Working Group ◽  
Self Determination ◽  
Indigenous Populations ◽  
General Assembly ◽  
History Of ◽  
The Right ◽  
Right Of Self Determination

The history of indigenous peoples is not a fortunate one: colonization,discrimination, exploitation, dispossession, relocation, and genocide have been their lot.1 Indigenous peoples seek recognition as distinct groups in order to preserve their culture and, plainly, to survive. Their wish for recognition is coupled with various demands, ranging from political participation to autonomy, self-government and independence, often subsumed under ‘the right of self-determination’. Although, throughout this century,attempts have been made to improve the plight of indigenous peoples,these have proven inadequate so far.2 In 1994, after nine years of preparation,the UN Working Group on Indigenous Populations (hereinafter:Working Group) finalised the draft of a Declaration on the Rights of Indigenous Peoples. With its adoption by the UN Sub-Commission on Prevention of Discrimination and Protection of Minorities (hereinafter:UN Sub-Commission)in August 1994, 3 the draft Declaration has commenced its course towards adoption by the General Assembly.

Talking Back to History in Indigenous Picturebooks

2020 ◽  
Vol 13 (2) ◽  
pp. 274-288
Author(s):  
Roxanne Harde
Keyword(s):  
Indigenous Peoples ◽  
Residential Schools ◽  
School Experience ◽  
Self Determination ◽  
Indigenous Populations ◽  
Residential School ◽  
Colonial History ◽  
History Of

This article examines how Indigenous picturebook authors counter Canada's history of child removal. Drawing on Daniel Justice's mandate to read Indigenous writing as political, intellectual, artistic, and geographic self-determination, it analyses the ways in which these books critique the imperial practices of child relocation through the stages of the residential school experience, and the ways in which they work to educate all readers and counter the harm of child removal in Indigenous populations. This article demonstrates how, by offering representations of removal from healthy families and child resistance to residential schools, these books talk back to dominant, accepted interpretations of Indigenous peoples and colonial history.

Language, Rights and Opportunities: The Role of Language in the Inclusion and Exclusion of Indigenous Peoples

2016 ◽  
Vol 23 (3) ◽  
pp. 281-305 ◽  
Author(s):  
Fernand de Varennes ◽  
Elżbieta Kuzborska
Keyword(s):  
Human Rights ◽  
Indigenous Peoples ◽  
Indigenous Languages ◽  
Indigenous Populations ◽  
Language Rights ◽  
Success Rates ◽  
Indigenous Children ◽  
The World ◽  
The Common

Indigenous peoples throughout the world have often seen their languages and cultures disregarded, denigrated or even suppressed. The legacy of these practices remain among us even today and can be witnessed through the low retention and success rates in schools teaching in a language alien to many indigenous children, as well as the common and continued refusal of state authorities to use indigenous languages in their contacts and interaction with indigenous populations. This article presents a global overview of the role of languages historically on the rights of indigenous peoples, and how language preferences have excluded – or in other cases been used to include – indigenous peoples in various spheres of society. It also considers the nature and scope of the rights of indigenous peoples as human rights, and the potential for the language rights of indigenous peoples to be used to empower them.

Peering Beyond the Imperial Gaze: Using Digital Tools to Construct a Spatial History of Conquest

2017 ◽  
Vol 11 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Jeremy M. Mikecz
Keyword(s):  
Indigenous People ◽  
Indigenous Peoples ◽  
Narrative Analysis ◽  
Digital Tools ◽  
Spanish Conquest ◽  
Digital Maps ◽  
Spatial History ◽  
Colonial Texts ◽  
History Of ◽  
Spatial Narrative

Ethnohistorians and other scholars have long noted how European colonial texts often concealed the presence and participation of indigenous peoples in New World conquests. This scholarship has examined how European sources (both texts and maps) have denied indigenous history, omitted indigenous presence, elided indigenous agency, and ignored indigenous spaces all while exaggerating their own power and importance. These works provide examples of colonial authors performing these erasures, often as a means to dispossess. What they lack, however, is a systematic means of identifying, locating, and measuring these silences in space and time. This article proposes a spatial history methodology which can make visible, as well as measurable and quantifiable the ways in which indigenous people and spaces have been erased by colonial narratives. It presents two methods for doing this. First, narrative analysis and geovisualization are used to deconstruct the imperial histories found in colonial European sources. Second it combines text with maps to tell a new (spatial) narrative of conquest. This new narrative reconstructs indigenous activity through a variety of digital maps, including ‘mood maps’, indigenous activity maps, and maps of indigenous aid. The resulting spatial narrative shows the Spanish conquest of Peru was never inevitable and was dependent on the constant aid of immense numbers of indigenous people.

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