Decolonizing Ethnographic Documentation: A Critical History of the Early Museum Catalogs at the Smithsonian's National Museum of Natural History     

Hannah Turner 《Cataloging & classification quarterly》2015,53(5-6):658-676

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Borders and the borderless Coast Salish: decolonising historiographies of Indigenous schooling     

Michael Marker 《History of education》2015,44(4):480-502

Historians of education wanting to develop culturally responsive historiographies of Indigenous communities should move beyond a reliance on government and church policy documents – with some variegations of testimony from residential school survivors. The unique circumstances of colonisation that were forged by national/settler policies should be investigated in tandem with a traditional knowledge of local meanings of time, landscape and mythos. This work examines the differences in Canadian and American schooling policies – notably the residential schools – from the experiences of the Coast Salish who are a transnational people with a transcendent discernment of their traditional territory bisected by the Canada–US border. Nation-state borders have produced impediments for Indigenous peoples and conceptual problems for historians. This paper, drawing on secondary and primary source documents, oral history recordings and conversations with Coast Salish community members, compares the cross-border educational experiences of the region with suggestions for more place-based historiographies of Indigenous education.  相似文献   

The limits of cultural competence: an Indigenous Studies perspective     

Michelle Carey 《高等教育研究与发展》2015,34(5):828-840

Taking the Universities Australia report, National best practice framework for Indigenous cultural competency in Australian universities (2011) as the starting point for its discussion, this paper examines the applicability of cultural competence in the design and delivery of Australian Indigenous Studies. It argues that both the conceptual underpinnings and the operationalisation of cultural competence necessitate an over-reliance on essentialised notions of Indigeneity, cast in radical opposition to non-Indigeneity, which negate multiple and diverse expressions of Indigenous identity and lived experience. Thus, this approach perpetuates the very colonialist logics Indigenous Studies should endeavour to overcome. Secondly, it argues that cultural competency's emphasis on non-Indigenous self-reflexivity, broadly consistent as it is with both scholarship and praxis in Indigenous Studies, is represented in some of the literature as uncritical deference to an always-unified Indigeneity, thereby exacerbating the original essentialising impulse evident in the cultural competence paradigm. Therefore, this paper proposes that Indigenous Studies should explore the limits of self-reflexivity, with a view to establishing a genuinely anti-colonial/decolonising praxis that incorporates the capacity to negotiate Indigenous intracultural diversity along with other markers for identity.  相似文献   

保障和改善民生是巩固我党执政基础的要务     

吴毅君 《华侨大学学报(哲学社会科学版)》2014,(3):42-48

保障和改善民生是一个国家或政权维系所必须履行的职责,它关涉到一个执政党的生死存亡,与巩固党的执政基础呈正相关。在新世纪新阶段,中国共产党人不仅要在执政理念上＂把保障和改善民生放在更加突出位置＂,而且要在实践上把发展民主、保障民权作为保障和改善民生的切入点,把协调民利、实现和谐作为保障和改善民生的难点,把紧抓科学发展、增强国力作为保障和改善民生的关键点,并作为当下的现实任务,才能更加有效地保障和推进民生的改善,不断巩固党的执政基础,实现中国特色社会主义的永续发展。  相似文献   

Manifesting Destiny: a land education analysis of settler colonialism in Jamestown,Virginia, USA     

Kate McCoy 《Environmental Education Research》2014,20(1):82-97

Globally, colonization has been and continues to be enacted in the take-over of Indigenous land and the subsequent conversion of agriculture from diverse food and useful crops to large-scale monoculture and c ash crops. This article uses a land education analysis to map the rise of the ideology and practices of Manifest Destiny in Virginia. Manifest Destiny is the culmination (and continuation) of material and discursive relations that serve as a cover story for the formation (and maintenance) of the settler colonial triad of settlers, Indigenous peoples, and slaves. The article theorizes the settler colonial triad, an important construct of land education that provides a lens through which to investigate political-economic and epistemological links between agriculture, settler colonialism, and environment.  相似文献   

Australian Aboriginal and Torres Strait Islander students’ motivation to continue in senior science: An expectancy value theory and intersectional identity approach     

《Contemporary educational psychology》2023

Researchers have noted a persistent decline in Australian students’ participation in senior science in secondary school (Year 12). Aboriginal and Torres Strait Islander (Indigenous) students are significantly less likely to continue with science, in part because western science and the present science curriculum have ignored and delegitimized Indigenous knowledges and cultures as “unempirical.” Moreover, Indigenous students who sit at multiple marginalized science identities (i.e., girls, low socio-economic background) may be less likely to continue with science. Drawing on expectancy value theory and considering intersectional identity, this study examined the extent to which Indigenous students’ science self-efficacy, intrinsic value, and utility value predicted their Y12 science enrolment and science subject selection, and if these associations were moderated by gender or socio-economic status. Multi-class logistic regression and multi-group path analysis were conducted with n = 334 Indigenous students and n = 2,801 non-Indigenous students. Utility value predicted Y12 participation and self-efficacy predicted science subject selection for Indigenous students. Socio-economic status was a significant moderator. Findings suggest that particular attention should be paid to these factors to better support Indigenous students in science.  相似文献   

Navigating with the Stars: Critical Qualitative Methodological Constellations for Critical Intercultural Communication Research     

Kate G. Willink  Robert Gutierrez-Perez  Salma Shukri  Lacey Stein 《Journal of International and Intercultural Communication》2014,7(4):289-316

This collaborative essay seeks to chart new methodological pathways for intercultural scholars with a specific focus on Critical Race Theory and Decolonizing and Indigenous Research Methodologies; Activist/Engaged Methodologies; and Performative Methodologies. Each section begins from our own researcher subjectivity, then outlines the constellation within the development of Critical Intercultural Communication (CIC); identifies the constellation's methodological commitments, thematics, and concerns; highlights key exemplars; and raises key questions. At the end of the essay, we explore through a dialogic performance the larger implications that these methodological constellations hold for CIC as a field.  相似文献   

北方民族文化对北曲的影响     

高人雄 《韩山师范学院学报》2005,26(4):21-26

北曲的产生。主要受女真、蒙古以及与之族源相近的其他北方民族的音乐文化的影响。为了适应新的音乐，北曲在旧有词的基础上加以翻造而成。可以说北曲是词的变体。北曲具有鲜明的地域特色和北方民族文化特色，且少数民族作家众多，给北曲带来了不同民族的多样风格。南移之后有汲取南词的营养，从而成就了北曲（元散曲）卓越的风姿。  相似文献   

What are the personal attributes a teacher needs to engage Indigenous students effectively in the learning process? Re-viewing the literature     

Michelle Bishop  Tracy L Durksen 《Educational research; a review for teachers and all concerned with progress in education》2020,62(2):181-198

ABSTRACT

Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making.

Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’

Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature.

Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action.

Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.  相似文献   

沈从文:民族身份与国家认同     

刘洪涛 《楚雄师范学院学报》2003,18(1):10-14

沈从文创作初期，苗族形象作为“他者”和“异类”进入沈从文的作品。其后，他取苗族本位立场，写出了一系列浪漫的苗族传奇，把苗族文化作为他笔下湘西世界的存在依据和支撑，并演绎了苗汉文化之间丰富而有张力的对话与冲突。1933年以后，沈从文逐渐放弃了苗族立场，苗汉文化二元对立的格局解体；他上升到全体的“中华民族”的高度，力图对近代以降，文化守成主义思潮中滋生的本土立场和民族意识进行诗性的概括和整合；“匿名”借用了苗族资源后，他在《边城》中塑造了崭新的“中国形象”。三十年代末及四十年代，在战争背景中，沈从文以主体投入其中的方式思考民族和国家的命运，从下层民众、自然及沉思考的内心找到“生命”的能量，为民族和国家的浴火重生提供精神资源，对“中华”实现了彻底的归依。  相似文献