27. Beyond Deconstruction: Evolving the Ties between Indigenous Knowledges and Post-Foundational Anti-Racism Zahra Murad 422

2020 ◽  
Vol 2 (1) ◽  
pp. 11-24
Author(s):  
Vanessa Van Bewer ◽  
Roberta L. Woodgate ◽  
Donna Martin ◽  
Frank Deer

This paper explores the relevance of Indigenous perspectives within the nursing profession, and the importance of weaving these perspectives into nursing education. We suggest that Indigenous perspectives can support nursing’s core ethical values of relationality and holism and may hold representational and transformational possibilities for students and educators alike. Guided by principles of Indigenous learning, we provide several exemplars from Canadian schools of nursing that have already begun the process of decolonizing their programs. We conclude by describing some of the challenges and considerations that may arise when Indigenous perspectives and approaches are considered for inclusion into nursing education programs.


2007 ◽  
Vol 36 (S1) ◽  
pp. 1-6 ◽  
Author(s):  
Sandra Phillips ◽  
Jean Phillips ◽  
Sue Whatman ◽  
Juliana McLaughlin

2018 ◽  
Vol 42 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Dallas Hunt

Much contemporary science fiction urges us to focus on eco-activism and sustainable futures in order to prevent environmental catastrophe. From a critical Indigenous and anticolonial perspective, however, the question becomes “for whom are these futures sustainable”? Set in a nondescript desert dystopia, George Miller's film Mad Max: Fury Road 2015 alludes to the westerns of yesteryear and the Australian “outback”—spaces coded as menacing in their resistance to being tamed by settler-colonial interests. This article charts how Miller's film, while preoccupied with issues pertaining to global warming and ecological collapse, replicates and reifies settler replacement narratives, or what Canadian literature scholar Margery Fee has referred to as “totem transfer” narratives (1987). In these narratives, ultimately the “natives” transfer their knowledges and then disappear from view, helping white settlers remedy the self-created ills that currently threaten their worlds and enabling them to inherit the land. In the second half, I also consider how Indigenous futurist texts offer decolonizing potentials that refute the replacement narratives that persist in settler-colonial contexts. In particular, I examine how Indigenous cultural production emphasizes the importance of the intergenerational transfer of Indigenous knowledges and refuses the hermeneutic of reconciliation that seeks to discipline Indigenous futures in the service of a settler-colonial present.


Author(s):  
George Kilada ◽  
Victoria Thomsen ◽  
Jillian Seniuk Cicek ◽  
Afua Adobe Mante ◽  
Randy Herrmann

A qualitative narrative study was designed to examine the impact on students’ learning when an Elder came to speak to students in a Technology, Society and the Future course in the Price Faculty of Engineering at the University of Manitoba. This study accounts for one student’s story as heard through an open-ended narrative interview facilitated by a team of researchers, and restoried into a problem-solution narrative structure. The preliminary findings highlight the impact of the Elder’s teachings on the student, the importance of Indigenous People’s Knowledges and perspectives in engineering education, and the importance of making space for students to reflect on these learnings.


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