Paddling as Resistance? Exploring an Indigenous Approach to Land-Based Education amongst Manitoba Youth

Autor/inn/en	Johnson, Jay; Ali, Adam Ehsan
Titel	Paddling as Resistance? Exploring an Indigenous Approach to Land-Based Education amongst Manitoba Youth
Quelle	In: Diaspora, Indigenous, and Minority Education, 14 (2020) 4, S.205-219 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2019.1669015
Schlagwörter	Resistance (Psychology); Indigenous Populations; Indigenous Knowledge; Environmental Education; Place Based Education; Foreign Countries; Recreational Activities; Physical Activities; Outdoor Education; College Students; Student Attitudes; Identification (Psychology); Canada + Suchen Sie Ihr Suchwort? Resistenz; Sinti und Roma; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Freizeitgestaltung; Freiluftunterricht; Collegestudent; Schülerverhalten; Kanada
Abstract	A group involving Métis and Indigenous graduate students from the University of Manitoba and inner-city Indigenous youth developed and participated in an outdoor adventure-based canoe trip in Quetico Provincial Park. The five-day trip was steeped in Métis, Voyageur and Indigenous history and ceremony. This ensuing paper focuses on what is at stake when taking a decolonizing approach toward land-based education involving both Indigenous and non-Indigenous participants that aspires to (re)introduce Indigenous practices, environments and ceremonies. Inspired by recognizing the complexities involved in creating physical activity and sport programming for Indigenous youth under colonial structures within and outside of the academy, we seek to both illuminate and deconstruct the possibilities of measuring the transformative effects that such a trip has on all those involved, including the youth, mentors, and researchers. Drawing on the results of a qualitative study using both Indigenous and Western approaches, we present community-based research focusing on the impacts these experiences have on community building, identity, and decolonization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01