From Taking Ownership to Decolonization: Looking Back over Five Decades of Indigenous Post-Secondary Education in Quebec = De la prise en charge a la decolonisation: Un regard retrospectif sur cinq decennies d'education postsecondaire autochtone au Quebec

Autor/inn/en	Ratel, Jean-Luc; Bacon, Marco; Pilote, Annie
Titel	From Taking Ownership to Decolonization: Looking Back over Five Decades of Indigenous Post-Secondary Education in Quebec = De la prise en charge a la decolonisation: Un regard retrospectif sur cinq decennies d'education postsecondaire autochtone au Quebec
Quelle	In: Canadian Journal of Higher Education, 51 (2021) 3, S.67-81 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Foreign Countries; Indigenous Populations; Canada Natives; Postsecondary Education; Tribally Controlled Education; Bilingual Education; Educational History; Educational Change; College Students; Racial Identification; Racial Bias; Racial Discrimination; Barriers; Equal Education; Cultural Influences; Cultural Awareness + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Post-secondary education; Tertiäre Bildung; Bilingual teaching; Bilingualer Unterricht; History of education; Bildungsgeschichte; Bildungsreform; Collegestudent; Racial discrimination; Rassismus; Racial bias; Cultural influence; Kultureinfluss; Cultural identity; Kulturelle Identität
Abstract	In the early days soon after the release of the landmark policy paper "Indian Control of Indian Education" (1972), postsecondary studies among Indigenous people in Quebec were still new and relatively unknown. Against a backdrop of Indigenous communities starting to take ownership of their own services, the demand for postsecondary Indigenous graduates began to increase significantly, resulting in the development of tailored programs and services: the Amerindianization program led by UQAC in 1971 and the founding of Manitou College in 1973, for example, stand out as two major milestones. The distinctive linguistic reality of Quebec moreover soon became apparent, adding to the initial bilingual dimension (moving from an Indigenous language to an non-Indigenous one) the duality of a francophone and anglophone education system rooted in colonial history. Drawing on a review of literature on postsecondary Indigenous education in Quebec from 1972 to 2021, our analysis in the present article is framed around the changes that took place over these past five decades in programs and services provided by postsecondary institutions. Also discussed are issues involving Indigenous student paths marked by identity, systemic racism and discrimination. We note that in spite of sustained efforts by an increasing number of institutions, Indigenous people still face enduring barriers. We conclude with some thoughts on the university and the CEGEP as postsecondary institutions, their development model and their role in decolonizing and democratizing education. [The English version of this article was translated by Marisa Panetta-Jones.] (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://journals.sfu.ca/cjhe/index.php/cjhe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01