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2013 International Austronesian Conference

Aboriginal Post-secondary education: The Canadian Context A. Wilson, University of Saskatchewan
by

alex wilson

on 3 December 2013

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Transcript of 2013 International Austronesian Conference

Models of Education
Indigenous
Assimilation and Enfranchisement
Student Support
Dual Programming
Systemic Change
Distributive Education
Indigenous / Indigenist
adapted from Wilson, A &Battiste, M (2011) Environmental scan of Educational Models Supporting Aboriginal Post-Secondary Education.
Image used with permission from artist D. Odjig
Idle No More
education/teach -ins
Day of Action Dec. 10
Indigenous grounding
peaceful activism
rounddances, flashmobs
grassroots/rhizome model
social media
facebook
twitter #IdleNoMore
ONGOING DIRECT ACTIONS

Revolutionary education
movement
Indigenous Sovereignty
Protection of land and water

spiritual connection and relationality
50,000+ years
1800's-1996
1968-late 70's
1980's
late 1990's
Y2K on rez
NOW-OVERDUE
A Shift in Voice
solidarity in inclusion
A Global Super Movement
RHIZOME
Grassroots Movement
similar to Rhizome growth
(Deleuze & Guattari)
Non -hierarchic
regenerating continually
gaining momentum
sakihiwawin- Love in our actions
2013 International Austronesian Conference
IDLE NO MORE- A shift in voice
A shift in voice- 4 Founders of Idle No More
Sheelah Mclean
NIna Wilson
Sylvia McAdam
Jess Gordon
Idle No More
kinanaskohmitinawow

Canada is a democratic, multicultural country free from racism and violence. Canadian citizens are caring tolerant people that have a global reputation for peacekeeping.

How do Canadians come to understand and explain the vast inequalities that persist given this pervasive narrative?


Grand Narratives of Canadian Identity
1. Repeal provisions of Bill C-45 (including changes to the Indian Act and Navigable Waters Act, which infringe on environmental protections, Aboriginal and Treaty rights) and abandon all pending legislation which does the same.
2. Deepen democracy in Canada through practices such as proportional representation and consultation on all legislation concerning collective rights and environmental protections, and include legislation which restricts corporate interests.
3. In accordance with the United Nations Declaration on the Rights of Indigenous Peoples, respect the right of Indigenous peoples to determine the development on their territories.
INM /Defenders of the Land Demands:

4. Cease its policy of extinguishment of Aboriginal title and recognize and affirm Aboriginal title and rights, as set out in section 35 of Canada’s constitution, and recommended by the Royal Commission on Aboriginal Peoples.

5. Honour the spirit and intent of the historic Treaties. Officially repudiate the racist Doctrine of Discovery and the doctrine of Terra Nullius, and abandon their use to justify the seizure of Indigenous Nations lands and wealth.

6. Actively resist violence against women and hold a national inquiry into missing and murdered Indigenous women and girls, and involve Indigenous women in the design, decision-making, process and implementation of this inquiry, as a step toward initiating a comprehensive and coordinated national action plan.


First Nations Peoples—and the decision of Canadians to stand alongside them—Will determine the fate of the planet” The Guardian

gender self-determination
body sovereignty

underlying Indigenous philosophies
Sakihiwawin
- love in our actions
Aboriginal post-secondary education: The Canadian context
SOVEREIGNTY SUMMER
#sovsummer
Erin Consmo
Taipei, Taiwan
www.prezi.com/
Sheelah McLean
Indigenous Feminisms ERICA LEE
Sylvia McAdam
53N 101W
Opaskwayak Cree Nation
Not institutionalized
Taking responsibility for ending oppression
Challenges status quo, standard, supremacy
Examines power relations and interconnecting factors
Institution not just behavior
Challenges stereotypes, appropriation etc
Includes history/herstory
Challenges assumptions of “race” and other social constructs

Anti-oppression

Govt sponsored
Inclusion through tolerance
Recognize “different” groups
Recognize we are all equal
Education for racial harmony
Celebration of cultures
New because of immigration
Culture and Ethnicity definable and unchanging

Multi culturalism

Ideologies that inform education systems
(adapted from anti-racist media and the Ontario Public Interest Research Group)

Indigenous Land Based Education
Dechinta
Pangnirtang
University of Saskatchewan
alex.wilson@usask.ca
www.idlenomore.com
Full transcript