ror.org/01gw3d370
Abstracts
Abstract
The 2019 National Inquiry on Missing and Murdered Indigenous Women and Girls called on educators at all levels to raise awareness about the phenomenon of missing and murdered Indigenous women, girls, and 2SLGBTQQIA+ people (MMIWG2S) and its root causes as connected to centuries of colonial violence and ongoing systemic discrimination. This article responds to that call by showcasing the experiences of eight teachers already teaching about MMIWG2S, the recommendations of 11 adolescent Indigenous girl activists, and the guidance provided in the Their Voices Will Guide Us teaching and learning guide, published alongside the National Inquiry’s final report. We draw upon the combined perspectives to encourage teachers in Canada to address the issue of MMIWG2S with their students, moving past representations of colonial violence as historical to examining how it affects the lives and deaths of far too many Indigenous people in Canada today.
Keywords:
- Canada,
- colonial violence,
- decolonizing education,
- gender-based violence,
- Indigenous knowledge,
- MMIWG2S,
- pedagogy
Résumé
L'enquête nationale de 2019 sur les femmes et filles autochtones disparues et assassinées (FFADA) avait lancé un appel aux éducateur[-trice]s de tous les niveaux en vue de sensibiliser le public au phénomène des femmes, filles, et personnes 2ELGBTQQIA+ autochtones disparues et assassinées et à ses causes profondes liées à des siècles de violence coloniale et à une discrimination systémique persistante. Cet article répond à cet appel en présentant les expériences de huit personnes qui enseignent déjà sur les FFADA, les recommandations de 11 adolescentes autochtones militantes et les conseils fournis dans le guide d'enseignement et d'apprentissage Leurs voix nous guideront publié parallèlement au rapport final de l'enquête nationale. Nous nous appuyons sur ces perspectives combinées pour encourager les enseignant[e]s du Canada à aborder la question des FFADA avec leurs élèves, en allant au-delà des représentations historiques de la violence coloniale afin d’examiner comment celle-ci affecte la vie et la mort de trop d'Autochtones au Canada aujourd'hui.
Mots-clés :
- Canada,
- décoloniser l’éducation,
- femmes,
- filles et personnes 2ELGBTQQIA+ autochtones disparues et assassinées,
- pédagogie,
- savoir autochtone,
- violence basée sur le genre,
- violence coloniale
Appendices
Bibliography
- Altenberg, J., Flicker, S., Macentee, K., & Wuttunee, K-D. (2018). “We are strong. We are beautiful. We are smart. We are Iskwew”: Saskatoon Indigenous girls use cellphilms to speak back to gender-based violence. In C. Mitchell & R. Moletsane (Eds.), Disrupting shameful legacies (pp. 65–79). Brill. https://doi.org/10.1163/9789004377714_004
- Anderson, C., & Kirkpatrick, S. (2016). Narrative interviewing. International Journal of Clinical Pharmacy, 38, 631–634. https://doi.org/10.1007/s11096-015-0222-0
- Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich.
- Bearhead, C. (2020). Their voices will guide us: Student and youth engagement guide. National Inquiry into Missing and Murdered Indigenous Women and Girls. https://www.mmiwg-ffada.ca/wp-content/uploads/2018/11/NIMMIWG-THEIR-VOICES-WILL-GUIDE-US.pdf
- Brant, J. (2022). Recalling the spirit and intent of Indigenous literatures. In A. Kempf, S. Styres, L. Brechbill, & L. El-Sherif (Eds.), Troubling truth and reconciliation in Canadian education (pp. 223–245). University of Alberta Press.
- Butler, J. (2009). Frames of war: When is life grievable? Verso.
- Canadian Centre for Policy Alternatives. (2010). Getting the job done right: Alternativefederal budget 2010. Canadian Centre for Policy Alternatives.
- Charmaz, K. (2014). Constructing grounded theory (2nd ed.). SAGE.
- Clark, N. (2016). Red intersectionality and violence-informed witnessing praxis with Indigenous girls. Girlhood Studies: An Interdisciplinary Journal, 9(2). https://doi.org/10.3167/ghs.2016.090205
- de Finney, S. (2014). Under the shadow of empire: Indigenous Girls’ presencing as decolonizing force. Girlhood Studies: An Interdisciplinary Journals, 7(1), 8–26. https://doi.org/10.3167/ghs.2014.070103
- de Finney, S. (2015). ‘Playing Indian’ and other settler stories: Disrupting western narratives of Indigenous girlhood. Continuum: Journal of Media and Cultural Studies, 29(2), 169–181. https://doi.org/10.1080/10304312.2015.1022940
- de Finney, S. (2017). Indigenous girls’ resilience in settler states: Honouring body and land sovereignty. Agenda, 31(2), 10–21. https://doi.org/10.1080/10130950.2017.1366179
- Donald, D. T. (2009). The curricular problem of Indigenousness: Colonial frontier logics, teacher resistances, and the acknowledgment of ethical space. In J. Nahachewsky & I. Johnston (Eds.), Beyond “presentism”: Re-imagining the historical, personal, and social places of curriculum (pp. 23–41). Brill. https://doi.org/10.1163/9789460910012_004
- Florence, M. (2016). The missing. James Lorimer & Company.
- García-Del Moral, P. (2018). The murders of Indigenous women in Canada as feminicides: Toward a decolonial intersectional reconceptualization of femicide. Signs: Journal of Women in Culture and Society, 43(4), 929–954. https://doi.org/10.1086/696692
- Gebhard, A. (2017). Reconciliation or racialization? Contemporary discourses about residential schools in the Canadian prairies. Canadian Journal of Education, 40(1), 1–30.
- Gilchrist, K. (2010). “Newsworthy” victims? Feminist Media Studies, 10(4), 373–390. https://doi.org/10.1080/14680777.2010.514110
- Grande, S. (2008). Red pedagogy: The un-methodology. In N. Denzin, Y. Lincoln, & L. Smith (Eds.), Handbook of critical and Indigenous methodologies (pp. 233–254). SAGE. https://doi.org/10.4135/9781483385686.n12
- Harper, A. O. (2016). Sisters in spirit. In D. Memee Lavell-Harvard & J. Brant (Eds.), Forever loved: Exposing the hidden crisis of missing and murdered Indigenous women and girls in Canada (pp. 79–107). Demeter Press.
- Jacobs, B. (2018). Honouring women. In M. Campbell, K. Anderson, & C. Belcourt (Eds.), Keetsahnak/Our missing and murdered Indigenous sisters (pp. 15–34). University of Alberta Press.
- Kempf, A., Styres, S., Brechbill, L., & El-Sherif, L. (2022). A troubling place to start: Reconciliation in collapse. In A. Kempf, S. Styres, L. Brechbill, & L. El-Sherif (Eds.), Troubling truth and reconciliation in Canadian education (pp. xv–xxv). University of Alberta Press.
- Laboucan-Massimo, M., & Big Canoe, C. (2015, March 18). Missing and murdered: What it will take for Indigenous women to feel safe. CBC News. https://www.cbc.ca/news/indigenous/missing-and-murdered-what-it-will-take-for-indigenous-women-to-feel-safe-1.2977136
- Lavell-Harvard, D. M., & Brant, J. (2016). Introduction: Forever loved. In D. Memee Lavell-Harvard & J. Brant (Eds.), Forever loved: Exposing the hidden crisis of missing and murdered Indigenous women and girls in Canada (pp. 1–13). Demeter Press.
- MacEntee, K., Burkholder, C., & Schwab-Cartas, J. (Eds.). (2016). What’s a cellphilm? Integrating mobile phone technology into participatory visual research and activism. Sense Publishers.
- Meeches, L. (Executive Producer). (2016–2020). Taken [TV Series]. Aboriginal People’s Television Network. https://www.aptntv.ca/taken/
- Miles, J. (2019). Seeing and feeling difficult history: A case study of how Canadian students make sense of photographs of Indian residential schools. Theory & Research in Social Education, 47(4), 472–496. https://doi.org/10.1080/00933104.2019.1626783
- Miles, J. (2021). Curriculum reform in a culture of redress: How social and political pressures are shaping social studies curriculum in Canada. Journal of Curriculum Studies, 53(1), 47–64. https://doi.org/10.1080/00220272.2020.1822920
- Moose Hide Campaign. (n.d.). Curriculum guide. Moose Hide Foundation. https://education.moosehidecampaign.ca/for-teachers/curriculum-guide
- Moose Hide Campaign. (2023). Moose Hide campaign learning platform for K–12. Moose Hide Foundation. https://education.moosehidecampaign.ca/
- National Inquiry into Missing and Murdered Indigenous Women and Girls. (2019). Reclaiming power and place. Executive summary of the final report of the national inquiry into missing and murdered Indigenous women and girls. https://www.mmiwg-ffada.ca/final-report/
- Native Women’s Association of Canada. (2010a). Community resource guide: What can I do to help the families of missing and murdered Aboriginal women and girls? https://www.nwac.ca/assets-knowledge-centre/2012_NWAC_Community_Resource_Guide_MMAWG.pdf
- Native Women’s Association of Canada. (2010b). What their stories tell us: Research findings from the Sisters in Spirit initiatives. https://www.nwac.ca/assets-knowledge-centre/2010_What_Their_Stories_Tell_Us_Research_Findings_SIS_Initiative-1.pdf
- Razack, S. (2000). Gendered racial violence and spatialized justice: The murder of Pamela George. Canadian Journal of Law and Society, 15(2), 91–99. https://doi.org/10.1017/S0829320100006384
- Riel-Johns, J. (2016). Understanding violence against Indigenous women and girls in Canada. In D. M. Lavell-Harvard & J. Brant (Eds.), Forever loved: Exposing the hidden crisis of missing and murdered Indigenous women and girls in Canada (pp. 34–46). Demeter Press.
- Regan, P. (2010). Unsettling the settler within: Indian Residential Schools, truth telling, and reconciliation in Canada. University of British Columbia Press.
- Siemens, J., & Neufeld, K. H. S. (2022). Disruptive knowledge in education for reconciliation: The effects of Indigenous course requirements on non-Indigenous students’ attitudes. Canadian Journal of Education, 45(2), 375–399. https://doi.org/10.53967/cje-rce.v45i2.4867
- Sinclair, R. (2016). The Indigenous child removal system in Canada: An examination of legal decision-making and racial bias. First Peoples Child and Family Review, 11(2), 8–18. https://doi.org/10.7202/1082333ar
- Smith, A. (2003). Not an Indian tradition: The sexual colonization of Native peoples. Hypatia, 18(2), 70–85. http://www.jstor.org/stable/3811012
- Smith, A. (2005). Conquest, sexual violence and American Indian genocide. South End Press.
- Stote, K. (2012). The coercive sterilization of Aboriginal women in Canada. American Indian Culture and Research Journal, 36(3), 117–150. https://doi.org/10.17953/aicr.36.3.7280728r6479j650
- Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–428.
- Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
- Tupper, J. A., & Mitchell, T. A. (2022). Teaching for truth: Engaging with difficult knowledge to advance reconciliation. Pedagogy, Culture & Society, 30(3), 349–365. https://doi.org/10.1080/14681366.2021.1977983
- Vanner, C. (2022). Education about gender-based violence: Opportunities and obstacles in the Canadian secondary school curriculum. Gender and Education, 34(2), 134–150. https://doi.org/10.1080/09540253.2021.1884193
- Vanner, C. (2023). What do you want your teachers to know? Using intergenerational reflections in education research. International Journal of Qualitative Studies in Education. Advanced online publication. https://doi.org/10.1080/09518398.2023.2233916
- Vanner, C., Shahzadeh, Y., Holloway, A., Mitchell, C., & Altenberg, J. (2022). Round and round the carousel papers: Facilitating a visual interactive dialogue with young people. In C. Burkholder, F. Aladejebi, & J. Schwab-Cartas (Eds.), Facilitating community research for social change. Routledge.
- Wallace-Casey, C. (2022). Teaching and learning the legacy of residential schools for remembering and reconciliation in Canada. History Education Research Journal, 19(1). https://doi.org/10.14324/HERJ.19.1.04
- Wuttunee, K. D., Altenberg, J., & Flicker, S. (2019). Red ribbon skirts and cultural resurgence. Girlhood Studies, 12(3), 63–79. https://doi.org/10.3167/ghs.2019.120307
- Zinga, D., & Styres, S. (2019). Decolonizing curriculum: Student resistances to anti-oppressive pedagogy. Power and Education, 11(1), 30–50. https://doi.org/10.1177/1757743818810565