Résumés
Abstract
This article explores the integration of Red River Métis cultural identity into pedagogy, emphasizing the benefits for diverse students in the Canadian context. Using personal narratives and historical connections, it highlights the implications of land-based learning and critical historical analysis to infuse Indigenous perspectives into the elementary educational environment. The article investigates the historical and cultural roots of the Red River Métis, the impact of colonialism on their identity, and the role of Métis matriarchy in cultural continuity. Including Métis histories in the classroom is used to advocate for relational, land-based, and community-oriented pedagogies that honour Indigenous knowledge and promote reconciliatory education. The article also discusses the role of land acknowledgements and community-based events in creating inclusive connections to Indigenous epistemologies. By incorporating Métis pedagogies, educators can create inclusive, collaborative, and reflective learning experiences that support all students in understanding complex historical issues pertinent to their local geography and the broader Canadian society.
Keywords:
- Red River Métis,
- cultural identity,
- Métis,
- land-based learning,
- Métissage,
- critical relational pedagogy
Résumé
Cet article explore l’intégration pédagogique de l’identité culturelle des Métis de la rivière Rouge et met en évidence les avantages que cela peut offrir aux élèves issus d’horizons diversifiés dans le contexte canadien. À partir de récits personnels et de liens historiques, l’autrice met en lumière l’apport de l’apprentissage inspiré de la terre ainsi que de l’analyse historique critique pour intégrer les perspectives autochtones à l’école primaire. L’article se penche sur les racines historiques et culturelles des Métis de la rivière Rouge, sur les effets du colonialisme sur leur identité, et sur le rôle du matriarcat métis dans la préservation et la transmission culturelles. En incluant l’histoire des Métis en classe, l’autrice prône des pédagogies relationnelles, ancrées dans la terre et la communauté, qui honorent les connaissances autochtones et favorisent une éducation engagée envers la réconciliation. L’article aborde aussi le rôle des énoncés de reconnaissance territoriale et des activités communautaires pour créer des liens inclusifs avec les épistémologies autochtones. En incorporant des pédagogies métisses, les éducatrices et éducateurs peuvent développer des expériences d’apprentissage inclusives, collaboratives et réflexives qui facilitent la compréhension, par tous les élèves, d’enjeux historiques complexes et pertinents pour la société canadienne.
Mots-clés :
- Métis de la rivière Rouge,
- identité culturelle,
- pédagogie métisse,
- apprentissage inspiré de la terre
Parties annexes
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