“There Needs to Be Full Recognition of Who We Are Beyond Symbolic Gestures”: Indigenous People's Stories About Their Education and Experiences

This article focuses on 10 Indigenous peoples' reflections on their experiences in Canadian schools. Through government legislation, policies and attitudes, past and present, educational systems have systematically and consistently denied and devalued Indigenous educational systems and ways of...

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Bibliographic Details
Published in:Journal of American Indian education 2019-07, Vol.58 (1-2), p.39-61
Main Author: Neeganagwedgin, Erica
Format: Article
Language:English
Subjects:
Book publishing
Canada
Canadian native peoples
Child welfare
Curricula
Education
Epistemology
Features
High schools
History instruction
India
Indigenous peoples
Money
Native culture
Ontario
Reconciliation
Residential schools
Symbolism
Tribal nations
United Kingdom
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Summary:This article focuses on 10 Indigenous peoples' reflections on their experiences in Canadian schools. Through government legislation, policies and attitudes, past and present, educational systems have systematically and consistently denied and devalued Indigenous educational systems and ways of being. This article provides insights into the experiences of Indigenous peoples in educational settings where their Indigenous identity was ignored or suppressed. It also recommends ways in which educational systems may be improved to better meet the needs of Indigenous students. The students' stories demonstrate that Indigenous intellectual traditions remain strong, are firmly grounded in the land on which their ancestors lived, and that the honoring of Indigenous lands and territories is at the core of Indigenous well-being and learning.
ISSN:0021-8731
2379-3651
2379-3651
DOI:10.1353/jaie.2019.a798573