Résumés
Abstract
This article hinges on the conviction that the centuries-long dominance of colonial worldview has resulted in the creation of educational practices that perpetuate colonial forms of relationship denial in mostly subtle and unquestioned ways. As part of an ongoing effort to honour knowledge systems and ways of being that are not fully circumscribed by such colonial logics, we participated in a unique graduate course offered at the University of Alberta. The intention of the course is to engage with the wisdom teachings of relational renewal for the duration of the 13 Moon calendar, which shapes and characterizes the patterns of life and living that have been followed by Indigenous peoples in the northern plains region of North America for millennia. We share reflective insights from course participants, bring focus to three nêhiyaw (Cree) wisdom concepts, and conceptualize a model for unlearning colonial forms of relationship denial that emerges from our engagement with the course experience.
Keywords:
- teacher education,
- unlearning colonialism,
- wisdom tradition,
- relational renewal
Résumé
Cet article s’appuie sur la conviction que la domination séculaire d’une vision coloniale du monde a engendré des pratiques éducatives qui perpétuent le déni des formes coloniales de relations, le plus souvent de manière subtile et incontestée. Dans un effort visant à honorer des systèmes de savoirs et des modes d’existence échappant aux logiques coloniales, nous avons participé à un cours unique de cycle supérieur offert par l’Université de l’Alberta. L’intention du cours est de s’engager dans les enseignements de la sagesse du renouveau relationnel pendant toute la durée du calendrier des treize lunes. Ce calendrier ancestral façonne et caractérise les modes de vie des peuples autochtones des plaines nord-américaines depuis des millénaires. Nous partageons ici les réflexions des participants au cours, mettons l’accent sur trois concepts clés de la sagesse nêhiyaw (crie), et conceptualisons un modèle de désapprentissage des formes coloniales de déni des relations qui émerge de notre engagement dans l’expérience du cours.
Mots-clés :
- formation des enseignants,
- désapprendre le colonialisme,
- sagesse traditionnelle autochtone,
- renouveau relationnel
Parties annexes
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