Vitalité et enseignement des littératures autochtones : un métissage
DOI :
https://doi.org/10.26443/mje/rsem.v60i2.10287Mots-clés :
littérature autochtone, enseignement des littératures autochtones, métissage, études sur les programmes scolaires, vitalité, humourRésumé
Conçue sous l’angle méthodologique du métissage, cette étude partage nos expériences en matière d’enseignement des littératures autochtones aux niveaux primaire, secondaire et supérieur. À travers des récits personnels, nous situons la recherche sur l’enseignement des littératures autochtones dans notre contexte géographique, le Mi’kma’ki. Nous expliquons comment nous nous sommes lancés dans ce projet en tant que personnes enseignantes et chercheuses et discutons de nos parcours en tant que lecteurs et lectrices de littérature autochtones. Nous soulignons ensuite nos pratiques pédagogiques, fondées sur nos propres expériences, telles que le travail en cercle et la mise en avant de l’oralité. Nous concluons en soulignant que l’humour est un moyen de faire de la salle de classe un espace dynamique.
Références
Akiwenzie-Damm, K., Assu, S., Mitchell, B., Qitsualik-Tinsley, R., Qitsualik-Tinsley, S., Robertson, D. A., Sinclair, N. J., Storm, J., Van Camp, R., Vermette, K., & Vowel, C. (2019). This place: 150 years retold (T. Audibert, K. Charles, G. M. B. Chomichuk, N. Donovan, S. B. Henderson, A. Lodwick, S. A. Ford, D. Yaciuk, R. Howe, & J. Storm, Illus.). HighWater Press.
Archibald, J. A. (1997). Coyote learns to make a storybasket: The place of First Nations stories in education [Doctoral dissertation, Simon Frasier University]. SFU Summit Research Repository. https://summit.sfu.ca/item/7275
Banggollay, M. (2017). Poems. Poemhunter.com. https://www.poemhunter.com/melvin-banggollay/ebooks/?ebook=0&filename=melvin-banggollay-2017-7.pdf
Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich Publishing Limited.
Battiste, M. (2016). Mi’kmaw symbolic literacy. In M. Battiste (Ed.), Visioning a Mi’kmaw humanities: Indigenizing the academy (pp. 123–148). Cape Breton University Press.
Belcourt, B.-R. (2019). This wound is a world. University of Minnesota Press.
Boldt, G. (2021). Theorizing vitality in the literacy classroom. Reading Research Quarterly, 56(2), 207–221. https://doi.org/10.1002/rrq.307
Brake, J. (2021, June 2021). Ktaqmkuk. Maisonneuve. https://maisonneuve.org/article/2021/06/29/ktaqmkuk/
Bryant, R. (2017). The homing place: Indigenous and settler literary legacies of the Atlantic. Wilfrid Laurier University Press.
Buxman, K. (2001). Today’s health crisis: A laughing matter? Neonatal Network, 20(8), 63–64. http://dx.doi.org/10.1891/0730-0832.20.8.63
Cariou, W. (2016). Who is the text in this class? Story, archive, and pedagogy in Indigenous contexts. In D. Reder & L. M. Morra (Eds.), Learn, teach, challenge: Approaching Indigenous literatures (pp. 467–476). Wilfred Laurier University Press.
Demby, G., & Marisol Meraji, S. (Hosts). (2016, December 14). Hold up! Time for an explanatory comma [Audio podcast episode]. In Code Switch. National Public Radio. https://www.npr.org/2016/12/14/504482252/-hold-up-time-for-an-explanatory-comma
Donald, D. (2012). Indigenous métissage: A decolonizing research sensibility. International Journal of Qualitative Studies in Education, 25(5), 533–555. https://doi.org/10.1080/09518398.2011.554449
Downey, A. M. (2018). The metamorphic, the subtle, and the awkward: Three thoughts on Indigenization. Proceedings of the Atlantic Universities’ Teaching Showcase, 22, 1–5. https://ojs.library.dal.ca/auts/article/view/10181
Downey, A. M. (2022). (Re)envisioning childhoods with Mi’kmaw literatures. Journal of Childhood Studies, 47(1), 29–44. https://doi.org/10.18357/jcs202219949
Elliott, A. (2017, September 7). CanLit is a raging dumpster fire. Open Book. https://web.archive.org/web/20260225224927/https://open-book.ca/Columnists/CanLit-is-a-Raging-Dumpster-Fire
Elliott, A. (2019). A mind spread out on the ground. Doubleday Canada.
Figueroa, M., & Shawgo, K. (2022). “You can't read your way out of racism”: Creating anti-racist action out of education in an academic library. Reference Services Review, 50(1), 25–39. https://doi.org/10.1108/RSR-06-2021-0025
Fortin, M. A. (2016). “Ought we to teach these”? Ethical, responsible, and Aboriginal cultural protocols in the classroom. In D. Reder & L. M. Morra (Eds.), Learn, teach, challenge: Approaching Indigenous literatures (pp. 459–465). Wilfred Laurier University Press.
Graveline, F. J. (1998). Circleworks: Transforming Eurocentric consciousness. Fernwood.
Hanson, A. J. (2020). Literatures, communities, and learning: Conversations with Indigenous writers. Wilfrid Laurier University Press.
Hanson, A. J., King, A.-L., Phipps, H., & Spring, E. (2020). Gathering stories, gathering pedagogies: Animating Indigenous knowledges through story. Studies in American Indian Literatures, 32(3–4), 63–87. https://doi.org/10.1353/ail.2020.0018
Hasebe-Ludt, E., Chambers, C., & Leggo, C. (2009). Life writing and literary métissage as an ethos for our times. Peter Lang.
Joe, R. (1996). Song of Rita Joe: Autobiography of a Mi'kmaq poet. University of Nebraska Press.
Jonnie, B. (2019). If I go missing (N. Shannacappo, Illus.). James Lorimer & Company.
Justice, D. H. (2018). Why Indigenous literatures matter. Wilfrid Laurier University Press.
Koops, S. (2018). As long as the grass grows: Walking, writing, and singing treaty education. In E. HasebeLudt & C. Leggo (Eds.), Canadian curriculum studies: A métissage of inspiration/imagination/interconnection (pp. 2–10). Canadian Scholars Press.
Kovach, M. (2021). Indigenous methodologies: Characteristics, conversations, and contexts (2nd ed.). University of Toronto Press.
Lorde, A. (1984). Sister outsider: Essays and speeches. Crossing Press.
Maracle, L. (2017). My conversations with Canadians. Book*hug Press.
Miller, J. L. (2005). Sounds of silence breaking: Women, autobiography, curriculum. Peter Lang.
Mills, C. W. (2007). White ignorance. In S. Sullivan & N. Tuana (Eds.), Race and epistemologies of ignorance (pp. 13–38). SUNY Press.
Munroe, E. A., Lunney-Borden, L., Murray-Orr, A., Toney, D., & Meader, J. (2013). Decolonizing Aboriginal education in the 21st century. McGill Journal of Education, 48(2), 317–337. https://mje.mcgill.ca/article/view/8985
Nxumalo, F., & Cedillo, S. (2017). Decolonizing place in early childhood studies: Thinking with Indigenous onto-epistemologies and Black feminist geographies. Global Studies of Childhood, 7(2), 99–112. https://doi.org/10.1177/2043610617703831
Paul, D. N. (2022). We were not the savages: Collision between European and Native American civilizations (4th ed.). Fernwood.
Pictou, S. M. (2017). Decolonizing Mi’kmaw memory of treaty, L’sɨtkuk’s learning with allies in struggle for food and lifeways [Doctoral dissertation, Dalhousie University]. DalSpace. https://web.archive.org/web/20240507183341/https://dalspace.library.dal.ca// handle/10222/72811
Pinar, W. F. (1994). Autobiography, politics and sexuality: Essays in curriculum theory 1972–1992. Peter Lang.
Pinar, W. F. (2023). A praxis of presence in curriculum theory: Advancing currere against cultural crises in education. Routledge.
Reder, D. (2022). Autobiography as Indigenous intellectual tradition: Cree and Métis âcimisowina. Willfred Laurier University Press.
Reder, D., & Morra, L. M. (Eds.). (2016). Learn, teach, challenge: Approaching Indigenous literatures. Wilfrid Laurier University Press.
Reid, B. (2020). Positionality and research: “Two-Eyed Seeing” with a rural Ktaqmkuk Mi’kmaw community. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920910841
Robinson, M. (2016). Mi’kmaw stories in research. In M. Battiste (Ed.), Visioning a Mi’kmaw humanities: Indigenizing the academy (pp. 56–68). Cape Breton University Press.
Styres, S. D. (2019). Literacies of land: Decolonizing narratives, storying and literature. In L. T. Smith, E. Tuck, & K. W. Yang (Eds.), Indigenous and decolonizing studies in education: Mapping the long view (pp. 51–59). Routledge.
Tattrie, J. (2018, Winter). The emergence of Wabanaki literature. Atlantic Books Today, 88, 7–8. https://issuu.com/atlanticbookstoday/docs/abt88-lr
Tuck, E. [@tuckeve]. (2019, June 19). I was just asked by a colleague how I facilitate Q & A sessions [Post]. X. https://threadreaderapp.com/thread/1141501422611128320.html
Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, education & society, 1(1). https://jps.library.utoronto.ca/index.php/des/article/view/18630
Vermette, K. (2015). North End love songs. J. Gordon Shillingford Publishing.
Vermette, K. (2021). The strangers. Penguin Random House Canada.
Vowel, C. (2016). Indigenous writes: A guide to First Nations, Métis & Inuit issues in Canada. HighWater Press.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Revue des sciences de l'éducation de McGill / McGill Journal of Education 2026
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
