Abstract
It is after I encountered other indigenous cultures that I understood the voice inside of me, speaking of cultural recovery. I traveled in developing countries like India, Nepal, Thailand, and many others, but never did I truly understand the call for the recovery of my culture more than when I lived in indigenous communities in Canada and New Zealand, especially in Maliotenam in Northern Quebec, where I received spiritual teachings. I grew up in France as an Algerian and a Kabyle. I knew about my heritage vaguely, thanks to the stories my mother told me, but the colonial and Cartesian thinking of the French society always undermined them. This is why I had to break free from this reductive approach, seeking a more intoned and in-depth methodology that connected with the spiritual part of my identity as well. Story telling appeared to be the best way for me to share my experience. Of course, being a member of the community, I could not just go to my village and simply inquire about stories of the past. I also needed to contextualize my inquiry in the present time with a methodology that brought something back to my village: involving my participants into the inquiry raising questions in groups and bringing elders to reflect on the story of our Ancestor.
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© 2014 Si Belkacem Taieb
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Taieb, S.B. (2014). Epilogue. In: Decolonizing Indigenous Education. Palgrave Macmillan’s Postcolonial Studies in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137415196_9
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DOI: https://doi.org/10.1057/9781137415196_9
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-49615-0
Online ISBN: 978-1-137-41519-6
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