Decolonizing Education: Nourishing the Learning Spirit (2013) by Marie Battiste
Notice bibliographique
Résumé
Given the current North American political, economic, and cultural context, the question arises as to how people might nourish their learning spirits.As an educator and researcher, I have been taught to consider the effects on education, curriculum, and pedagogy of all I read and experience.It is evident that Marie Battiste thoughtfully considers a myriad of possible effects in her writing, as she provides a space for readers to ponder their own sources of nourishment.Her latest book, Decolonizing Education: Nourishing the Learning Spirit (2013), is a multi-faceted inquiry into how all education may be decolonized.For the first time in her writing, Battiste shares in detail her own roots, making the text come alive with stories of her childhood, her university studies and other educational experiences, and her ongoing pedagogical passions.These stories appear in each chapter where they are best able to illustrate particular responses to this pressing question of how one may find nourishment in learning.Organized into 10 chapters that each provide a different angle from which to consider the learning spirit, the book is informative, thoughtful, and motivated by activism.Battiste's work is premised on setting forth a new vision for education, one in which we as "[e]ducators must now reconceive what we thought we knew" (p.124).In Chapter 1, Battiste outlines how decolonizing education is for everyone, not just for Indigenous students, explaining how all Canadians will benefit from this decolonization.Battiste frames this entire text as a "critique of current Eurocentric education" and her book "advocat [es] for systemic change and trans-systemic reconciliations" (p.14).The academic reader is immediately drawn in to consider how this type of change may come about.Chapter 2, The Legacy of Forced Assimilative Education for Indigenous Peoples, outlines how current education systems in Canada perpetuate bias.Battiste makes her stance clear that "[t]he education system has not yet ensured that non-Indigenous children develop an accurate understanding of the Indigenous peoples in Canada and their knowledge systems, much less who is their neighbour" (p.32).She notes that all Canadian citizens are connected to assimilation and that both historical and contemporary relationships with First Nation, Mtis, and Inuit peoples and immigrant settler populations are not well understood.Furthermore, she asserts that "Aboriginal peoples in Canada and Indigenous peoples throughout the world are feeling the tensions created by a Eurocentric education system that has taught them to distrust their Indigenous knowledge systems, their elders' wisdom, and their own inner learning spirit" (p.24).This distrust has been ingrained, crushing the spirit and increasing self-doubt in many
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,030 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».