Nous avons besoin d'un nouveau récit : marcher et l'imagination wâhkôhtowin
DOI :
https://doi.org/10.25071/1916-4467.40492Mots-clés :
l’histoire, marcher, wâhkôhtowin, la relation de parentéRésumé
Inspiré et guidé par le concept de sagesse nêhiyaw (Cree) du wâhkôhtowin, cet article présente la marche comme une pratique de la vie qui peut enseigner la relation de parenté et aider à reconceptualiser les relations entre les autochtones et le Canada sur des termes plus éthiques. Je soutiens qu'aujourd'hui, les relations entre les Autochtones et les Canadiens continuent d'être fortement influencées par les enseignements coloniaux qui mettent l'accent sur le déni des relations. Un défi scolaire et pédagogique important auquel font face les éducatrices/teurs au Canada aujourd'hui est de savoir comment faciliter l'émergence d'une nouveau récit qui peut réparer les fractures coloniales héritées et donner de bonnes indications sur la façon dont les peuples autochtones et les Canadiens peuvent vivre ensemble différemment. D'après mon expérience, l'émergence d'une nouvelle histoire peut être facilitée par la pratique de la vie en marchant.Références
Blaut, J. (1993). The colonizer’s model of the world: Geographical diffusionism and Eurocentric history. Guilford.
Campbell, M. (2007, November). We need to return to the principles of Wahkotowin. Eagle Feather News, 10(11), 5. https://www.eaglefeathernews.com/quadrant/media//pastIssues/November_2007.pdf
Casey, E. (1997). The fate of place. University of California Press.
Chambers, C. (2008). Where are we? Finding common ground in a curriculum of place. Journal of the Canadian Association for Curriculum Studies, 6(2), 113-128. https://jcacs.journals.yorku.ca/index.php/jcacs/issue/view/864/showToc
Darling-Hammond, L. (2010). Teaching and educational transformation. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 505-520). Springer. DOI: https://doi.org/10.1007/978-90-481-2660-6_30
Donald, D. (2019) Homo economicus and forgetful curriculum. In H. Tomlinson-Jahnke, S. Styres, S. Lille, & D. Zinga (Eds.), Indigenous education: New directions in theory and practice (pp. 103-125). University of Alberta Press.
Gatschet, A. S. (1899). " Real,"" true," or "genuine," in Indian languages. American Anthropologist, 1(1), 155-161. https://www.jstor.org/stable/i227138 DOI: https://doi.org/10.1525/aa.1899.1.1.02a00110
Ingold, T. (2004). Culture on the ground: The world perceived through the feet. Journal of Material Culture, 9(3), 315-340. DOI: https://doi.org/10.1177/1359183504046896
Ingold, T. (2010). Footprints through the weather-world: Walking, breathing, knowing. Journal of the Royal Anthropological Institute, 16, S121-S139. DOI: https://doi.org/10.1111/j.1467-9655.2010.01613.x
Ingold, T., & Vergunst, J. L. (Eds.). (2008). Ways of walking: Ethnography and practice on foot. Ashgate.
Kincheloe, J. L. (2000). Cultural studies and democratically aware teacher education: Post-Fordism, civics and the worker-citizen. In D. W. Hursh & E. W. Ross (Eds.), Democratic social education: Social studies for social change (pp. 97-120). Falmer.
Lowe, L. (2015). The intimacies of four continents. Duke University Press. DOI: https://doi.org/10.1515/9780822375647
Macauley, D. (2001). Walking the elemental earth: Phenomenological and literary “foot notes”. In A. T. Tymieniecka (Ed.), Passions of the earth in human existence, creativity, and literature (pp. 15-31). Springer. DOI: https://doi.org/10.1007/978-94-010-0930-0_2
Nisbet, R. A. (1980). History of the idea of progress. Transaction.
Praet, I. (2013). Humanity and life as the perpetual maintenance of specific efforts: A reappraisal of animism. In T. Ingold & G. Palsson (Eds.), Biosocial becomings: Integrating social and biological anthropology (pp. 191-210). Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139198394.011
Sheller, M., & Urry, J. (2006). The new mobilities paradigm. Environment and Planning A: Economy and Space, 38(2), 207-226. DOI: https://doi.org/10.1068/a37268
Solnit, R. (2001). Wanderlust: A history of walking. Penguin.
Somerville, M., Tobin, L., & Tobin, J. (2019). Walking contemporary Indigenous songlines as public pedagogies of country. Journal of Public Pedagogies, 4, 13-27. DOI: https://doi.org/10.15209/jpp.1171
Tenner, E. (1997). How the chair conquered the world. Wilson Quarterly, 21(2), 64-70. http://archive.wilsonquarterly.com/essays/how-chair-conquered-world
Van Essen, A. (2018). Bending, turning, and growing: Cree language, laws, and ceremony in Louise B. Halfe/Sky Dancer's The Crooked Good. Studies in American Indian Literatures, 30(1), 71-93. DOI: https://doi.org/10.5250/studamerindilite.30.1.0071
Willinsky, J. (1994). After 1492-1992: A post-colonial supplement for the Canadian curriculum. Journal of Curriculum Studies, 26(6), 613-629. DOI: https://doi.org/10.1080/0022027940260603
Wynter, S. (1995). 1492: A new world view. In V. L. Hyatt & R. Nettleford (Eds.), Race, discourse, and the origin of the Americas: A new world view (pp. 5-57). Smithsonian.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
© Dwayne Donald 2021
Copyright for work published in JCACS belongs to the authors. All work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license.