ror.org/00kybxq39
Appendices
Bibliographie
- Bacon, J. (2009). Bâtons à message. Tshissinuatshitakana. Mémoire d’encrier.
- Battiste, M. (2013). Decolonizing education: nourishing the learning spirit. Purich Publishing.
- Bureau de coopération interuniversitaire (BCI). (2019). L’action des universités québécoises pour, par et avec les Premiers Peuples : portrait 2019.
- Bellier, I. et J. Hays. (2016). Quelle éducation pour les peuples autochtones? L’Harmattan.
- Binda, K. P. et Calliou, S. (dir.). (2001). Aboriginal education in Canada: A study in decolonization. Canadian Educator’s Press.
- Blanchet, E., Laroche, S. et Wawanoloath, M. (2019). Table locale d’accessibilité aux services en milieu urbain pour les Autochtones – Secteur de la MRC Vallée-de-l’Or (Plan d’action 2019-2024). Bibliothèque et Archives nationales du Québec.
- Blanchet-Cohen, N. et Richardson/Kinewesquao, C. (2017). Foreword: fostering cultural safety across contexts. AlterNative: An International Journal of Indigenous Peoples, 13(3), 138-141. https://doi.org/10.1177/1177180117714139
- Blanchet-Cohen, N., Di Mambro, G., Sioui, G. et Robert-Careau, F. (2018). Le point de vue de jeunes autochtones en milieu urbain sur leur parcours scolaire. Revue Jeunes et Société, 3(2), 95-115.
- Cherubini, L. (2014). Aboriginal student engagement and achievement. Educational practices and cultural sustainability. UBC.
- Camosun College (2013). Inspiring Relationships indigenization plan. https://legacy.camosun.ca/learn/school/indigenous-education-community-connections/about/publications/indigenization-plan13.pdf
- Commission de vérité et réconciliation du Canada (CVR) (2015). Ce que nous avons retenu : les principes de la vérité et de la réconciliation. McGill/Queen’s University Press.
- Commission royale sur les peuples autochtones (CRPA) (1996). Rapport de la Commission royale sur les Peuples autochtone. http://data2.archives.ca/e/e448/e011188231-01.pdf
- Côté, I. (2019a). Les défis et les réussites de l’intégration des perspectives autochtones en éducation : synthèse des connaissances dans les recherches menées au Canada. Journal of Belonging, Identity, Language, and Diversity, 3(1), 23-45.
- Côté, I. (2019b). Théorie postcoloniale, décolonisation et colonialisme de peuplement : quelques repères pour la recherche en français au Canada. Cahiers Franco-canadiens de l’Ouest. 31(1), 25-42. https://doi.org/10.7202/1059124ar
- Deer, F. (2013). Integrating aboriginal perspectives in education: Perceptions of pre-service teachers. Canadian Journal of Education, 36(2), 175-211.
- Dion, S. (2016). Mediating the space between: Voices of Indigenous youth and voices of educators in reconciliation. Canadian review of sociology, 53(4), 468-473. https://doi.org/10.1111/cars.12128
- Donald, D. (2009). Forts, curriculum, and Indigenous Métissage: Imagining decolonization of aboriginal-Canadian relations in educational contexts, First Nations Perspectives, 2(1), 1-24.
- Fraternité des Indiens du Canada (FIC) (1972). La maîtrise indienne de l’éducation indienne. Déclaration de principe. http://www.afn.ca/uploads/files/fn_education/icoie-fr.pdf
- Gaudry, A. et Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218-227. https://doi.org/10.1177/1177180118785382
- Hare, J. (2015). “All of our Responsibility”: Instructor Experiences in the Teaching of Required Indigenous Education Coursework. Canadian Journal of Native Education, 38, 1, 101-120.
- Kanu, Y. (2011). Integrating Aboriginal perspectives into the school curriculum: Purposes, possibilities, and challenges. University of Toronto Press.
- Kanu, Y. (2005). Teachers’ perceptions of the integration of aboriginal culture into the high school curriculum. Alberta Journal of Educational Research, 51(1), 50-68.
- Kerr, J. et Parent, A. (2015). Being taught by Raven: a story of knowledges in teacher education, Canadian Journal of Native Education, 38(1), 62-79.
- Kerr, J. (2014). Western epistemic dominance and colonial structures: Considerations for thought and practice in programs of teacher education. Decolonization: Indigeneity, Education & Society, 3(2), 83-10.
- Lévesque, C. (2017). La sécurisation culturelle : moteur de changement social. Pour l’amélioration de la qualité de vie et des conditions de vie [communication orale]. Commission Écoute Réconciliation Progrès, Val-d’Or, QC, Canada. https://www.cerp.gouv.qc.ca/fileadmin/Fichiers_clients/Documents_deposes_a_la_Commission/P038.pdf
- Ma Rhea, Z. (2015). Leading and managing indigenous education in the postcolonial world. Routledge.
- Organisation des Nations unies (ONU) (2007). Déclaration des Nations unies sur les droits des peuples autochtones. 61/295. http://www.un.org/esa/socdev/unpfii/documents/DRIPS_fr.pdf
- Pidgeon, M. (2016). More than a checklist: Meaningful Indigenous inclusion in higher education. Social Inclusion, 4(1), 77-91. http://dx.doi.org/10.17645/si.v4i1.436
- Regan, P. (2010). Unsettling the settler within: Indian residential schools, truth telling, and reconciliation in Canada. UBC Press.
- Smith, L. T., Tuck, E. et Yang, W.K. (2019). Indigenous and decolonizing studies in education. Routledge.
- Stairs, A. (1995). Learning processes and teaching roles in native education: Cultural base and cultural brokerage. Dans M. Battiste et J. Barman (dir.). First Nations education in Canada: The circle unfolds (p. 139-153). University of British Columbia.
- Styres, S. (2017). Pathways for remembering and recognizing Indigenous thought in education: Philosophies of Iethi’nihsténha Ohwentsia’kékha (Land). University of Toronto Press.
- Whitinui, P., Rodriguez, M. et McIvor, O. (2018). Promising practices in Indigenous teacher Education. Springer.
10.7202/1075738ar