At the moment I'm toying with this as a title for my literature review assignment (but I'm not sure about it!)
Trying to fit a
square peg in a round hole: what are the complexities
of teaching oral histories in
a Canadian history classroom that stems
from the western, Eurocentric
history discipline?
My rationale for studying this is that (from my (novice) perspective) the inclusion of indigenous historical consciousness into an established, standard Canadian history classroom is a complex undertaking and something many teachers are now being asked to do. In order to teach both ways of knowing with integrity and without one dominating the other, the more challenging contradictions between the epistemologies need to be explored.
Hi Katy,
ReplyDeleteThis is an excellent question and a really hot topic in BC schools right now. The most recent changes to the BC Curriculum include teaching Indigenous perspectives, culture and ways of knowing in classrooms. There is a sign that must be up in each classroom as well, which I can bring to you on Tuesday if you would like. I took two pro-d workshops on Indigenous perspectives in the classroom on Friday, and one of the issues that arose in both workshops was the idea of "ownership." Stories, songs and some other cultural components are owned by specific bands, and even within the bands there is not a consensus (from what my workshop leader said) on how to approach this in a classroom. A lot of educators want to incorporate this history and different ways of knowing into their classrooms, but are struggling with how to do so in a way that avoids appropriation, acknowledges proper ownership, and does not further harm or offend .
This is such an interesting and essential topic, Katy! From my personal experience in my first history class, I learned very little about indigenous history (let alone for the perspective of the indigenous people). The impact this lack of understanding had on me is profound. Only in the last few years have I started to learn more about these communities, and hand in hand have learned the intersection between the struggle of the indigenous people and the struggle of class as it relates to capitalism. I have learned (and am learning) a level of compassion that I couldn't even comprehend from the ongoing process of learning the indigenous perspective. If I could feel this way in my old age :) imagining a child learning the indigenous histories from the indigenous perspective and method makes me hopeful about how this approach could alter society.
ReplyDeleteI'm sure you already know this, but during my program so far I have learned about the Truth and Reconciliation work done, which includes a K-12 call for curriculum and the creation of the National Centre for Truth and Reconciliation: http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf
Also, UBC has recently Indian Residential School History and Dialogue Centre recently, which may also be a good resource
http://aboriginal-2.sites.olt.ubc.ca/files/2016/10/IRSC-Case-04-Oct-2016.pdf
Hi Katy,
ReplyDeletesorry I din't see your blog yesterday...I admire your intentions with your research project...many Canadians cannot get their heads around what indigenous peopel have gone through since colonization. I was quite involved in the Truth and Reconciliation process leading up to the commission's hearings held here in Vancouver and I would be pleased to talk to you about my experiences as a non-native person in the process.
Please forgive all the typos. I truly am literate...it is just sometimes I forget that I have to work at it!
ReplyDelete