Education as Healing: How Urban Aboriginal Men Described Post-Secondary Schooling as Decolonising

Autor/in	Restoule, Jean-Paul
Titel	Education as Healing: How Urban Aboriginal Men Described Post-Secondary Schooling as Decolonising
Quelle	In: Australian Journal of Indigenous Education, 34 (2005), S.123-131 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Teaching Styles; Indigenous Populations; Course Content; Foreign Countries; Males; Canada Natives; Urban Areas; Self Concept; Educational Experience; Racial Bias; Elementary Secondary Education; Higher Education; Cultural Differences; Indigenous Knowledge; Culturally Relevant Education; Humor; Educational Attitudes; American Indians; American Indian Culture; American Indian Languages; Native Language Instruction; Heritage Education; Canada (Toronto) + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Sinti und Roma; Kursprogramm; Ausland; Male; Männliches Geschlecht; Urban area; Stadtregion; Selbstkonzept; Bildungserfahrung; Racial discrimination; Rassismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kultureller Unterschied; Humoristische Darstellung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; American Indian; Indianer; Native language education; Muttersprachlicher Unterricht
Abstract	This paper relates findings from learning circles held in Toronto, Ontario, Canada, with urban Aboriginal men. The purpose of the circles was to determine how an Aboriginal cultural identity is formed in urban spaces. Education settings were mentioned by the research participants as a significant contribution to their cultural identity development. Participants described elementary and secondary school experiences as lacking in Aboriginal inclusion at best or as racist. In contrast to these earlier experiences, participants described their post-secondary education as enabling them to work on healing or decolonising themselves. Specific strategies for universities to contribute to individual decolonising journeys are mentioned. A university that contributes to decolonising and healing must provide space for Aboriginal students where they feel culturally safe. The students must have access to cultural knowledge and its keepers, such as elders. Their teachers must offer Indigenous course content and demonstrate respect and love for their students. Courses must be seen to be relevant to Indigenous people in their decolonising process and use teaching styles that include humour and engender a spirit of community in the classroom. In particular, Indigenous language courses are important to Aboriginal students. (As Provided).
Anmerkungen	University of Queensland. Aboriginal and Torres Strait Islander Studies Unit, Brisbane, Queensland, 4072, Australia. Tel: +61-7-3365-1969; Fax: +61-7-3365-6855; e-mail: ajie@uq.edu.au; Web site: http://www.atsis.uq.edu.au/ajie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10