Indigenous Post-Secondary Institutes in British Columbia, Canada: Exemplars of Indigenous Control over Indigenous Education
DOI :
https://doi.org/10.53967/cje-rce.5739Mots-clés :
éducation autochtone, enseignement postsecondaire, autodétermination, savoirs autochtones, décolonisation, réconciliationRésumé
Les établissements d’enseignement postsecondaire autochtones constituent une source non négligeable pour étudier les apprenants autochtones, les savoirs autochtones et les efforts d’autodétermination des autochtones dans les établissements d’enseignement supérieur. En dressant le profil de trois de ces établissements en Colombie-Britannique, cet article décrit les attentes et les défis rencontrés lors de l’intégration des savoirs indigènes dans le monde universitaire. En utilisant des concepts autochtones et occidentaux pour soutenir une étude de cas, 22 participants — incluant des anciens, des leadeurs pédagogiques, des instructeurs, des membres du personnel, et des étudiants actuels et diplômés — ont participé à des entretiens semi-structurés. Quatre thèmes principaux se dégagent concernant les établissements postsecondaires autochtones : 1) les anciens jouent un rôle essentiel dans l’intégration des savoirs autochtones ; 2) les établissements ont un impact sur l’identité autochtone et le sentiment d’appartenance à l’université ; 3) ils favorisent le développement de partenariats et de relations ; 4) ils font preuve de résilience en dépit d’obstacles systémiques. Cette étude permet de mieux comprendre comment les établissements d’enseignement postsecondaire autochtones prennent en charge l’éducation autochtone tout en modélisant la décolonisation et la réconciliation dans l’enseignement supérieur.
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Références
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