Indigenous Education in Higher Education in Canada: Settler Re-Education Through New Materialist Theory
- 374 Downloads
In this viewpoint, I consider the contributions of new materialist theorizing to the field of Indigenous educational initiatives in Canadian universities in the context of Settler colonialism. Acknowledging the important work of the Canadian Truth and Reconciliation Commission, I explore the decolonial pedagogical priorities in higher education that have emerged in the context of national truth-telling over longstanding violences to Indigenous peoples in Canada. Framing part of this work as ‘Settler Re-Education’, I provide detail to the material and discursive context of Settler colonialism in Canadian society, and follow with a discussion of the ways that new materialisms and Barad’s agential realism provide theoretical grounding and pedagogical possibilities in Setter re-education. I conclude by sharing my related pedagogical practices in higher education that draw on a methodology of Barad’s re-turning to explore with students the diffracted patterns that emerge through material-discursive entanglements in Settler colonial society constituted by ethical indebtedness.
KeywordsSettler colonialism Higher education Teacher education New materialism Indigenous knowledges
- Ahenakew, C., Andreotti, V., Cooper, G., & Hireme, H. (2014). Beyond epistemic provincialism: De-provincializing Indigenous resistance. AlterNative: An International Journal of Indigenous Peoples, 10(3), 216–231.Google Scholar
- Alaimo, S., & Hekman, S. (2008). Material feminisms. Bloomington: Indiana University Press.Google Scholar
- Anderson, S. (2017). The stories nations tell: Sites of pedagogy, historical consciousness and national narratives. Canadian Journal of Education, 40(1), 1–38.Google Scholar
- Barad, K. (2008). Posthumanist performativity: Toward an understanding of how matter comes to matter. In S. Alaimo & S. Hekman (Eds.), Material feminisms (pp. 120–154). Bloomington: Indiana University Press.Google Scholar
- Barad, K. (2012). Intra-active entanglements—An interview with Karen Barad by M. Juelskjaer and Nete Schwennesen. Women, Gender and Research, 1(2), 10–24.Google Scholar
- Battiste, M. (2005). You can’t be the global doctor if you’re the colonial disease. In P. Tripp & L. Muzzins (Eds.), Teaching as activism: Equity meets environmentalism (pp. 121–133). Montreal and Kingston: McGill-Queen’s University Press.Google Scholar
- Battiste, M., & Henderson, J. S. Y. (2009). Naturalizing Indigenous knowledge in Eurocentric education. Canadian Journal of Native Education, 32(1), 5–18.Google Scholar
- Cote-Meek, S. (2017). Post-secondary education and reconciliation. Retrieved from https://www.univcan.ca/media-room/media-releases/postsecondary-education-reconciliation/.
- Kerr, J. (2013). Pedagogical thoughts on knowing bodies: The teacher educator encounters the Phronimos and the Elder (Doctoral dissertation). Retrieved from cIRcle database at https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0165675.
- Kerr, J. (2014). Western epistemic dominance and colonial structures: Considerations for thought and practice in programs of teacher education. Decolonization: Indigeneity, Education & Society, 3(2), 83–104.Google Scholar
- Kerr, J., & Andreotti, V. (2017). Crossing borders in initial teacher education: Mapping dispositions to diversity and inequity. Race Ethnicity and Education. https://doi.org/10.1080/13613324.2017.1395326.
- Kerr, J., & Parent, A. (in press). Contemporary colonialism and (im)possibilities in higher education: An anti-colonial response to reconciliation. In A. Kemp & S. Styres (Eds.), Troubling trickster: Reconciliation and decolonization as colonial discourses. Edmonton: University of Alberta Press.Google Scholar
- Kuokkanen, R. (2003). Toward a new relation of hospitality in the academy. American Indian Quarterly, 27(1/2), 267–295.Google Scholar
- Mackey, E. (2002). In the house of difference: Cultural politics and national identity in Canada. Toronto: University of Toronto Press.Google Scholar
- Mackey, E. (2016). Unsettled expectations: Uncertainty, land and settler expectations. Winnipeg, BC: Fernwood Publishing.Google Scholar
- Palermo, J. (2002). Poststructuralist readings of the pedagogical encounter. New York: Peter Lang.Google Scholar
- Palmater, Pam. (2015). Indigenous nationhood: Empowering grassroots citizens. Winnipeg: Fernwood Publishing.Google Scholar
- Regan, P. (2010). Unsettling the settler within: Indian residential schools, truth telling, and reconciliation in Canada. Vancouver: UBC Press.Google Scholar
- St. Denis, V. (2011). Silencing Aboriginal curricular content and perspectives through multiculturalism: ‘There are other children here’. Review of Education, Pedagogy, and Cultural Studies, 33(4), 306–317.Google Scholar
- Thobani, S. (2012). Empire, bare life and the constitution of whiteness: Sovereignty in the age of terror. Borderlands E-Journal, 11(1), 1–30.Google Scholar
- Truth and Reconciliation Commission of Canada. (2015a). Truth and Reconciliation Commission of Canada: Summary of the final report of the Truth and Reconciliation Commission of Canada. Winnipeg: Truth and Reconciliation Commission of Canada. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Honouring_the_Truth_Reconciling_for_the_Future_July_23_2015.pdf.
- Truth and Reconciliation Commission of Canada. (2015b). Truth and Reconciliation Commission of Canada: Calls to action. Winnipeg: Truth and Reconciliation Commission of Canada. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf.
- Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.Google Scholar