Exploring Curation as a Path Towards Decolonizing Education

Authors

DOI:

https://doi.org/10.18357/otessaj.2021.1.2.15

Keywords:

digital curation, decolonizing education, educational technology, digital pedagogy

Abstract

As part of my Doctor of Education program, I was asked to study Dr. Marie Battiste’s (2017) book Decolonizing Education: Nourishing the Learning Spirit. In response to that assignment, I built a WordPress site as a way to experiment with crossing boundaries of physical and digital places, between different Indigenous knowledges and notions of teaching and learning. While building the site, I looked for localized examples of Battiste’s concepts and ideas among the Inuvialuit, the Indigenous group with which I am the most familiar, in what became an exploration of the wonderful work being done in the Inuvialuit Settlement Region to preserve the culture and decolonize ways of thinking. I knew some of these resources existed, but was surprised by the depth and variety of materials available. In this paper, I present that website as an experimental example of digital curation that stitches together the book, a series of digital artefacts found via Internet searches and my own reflections on those artefacts. While building it, I did not seek out answers but instead explored the possibilities of curation as a path to decolonization education. The resulting site design is both personal and incomplete. Through this process, I hope to open generative cracks that provoke new ways of thinking about digital curation as a means of supporting active engagement in the complicated and necessary conversations regarding decolonization.

References

Abdi, A. (2011). CHAPTER FIVE: African Philosophies of Education: Deconstructing the Colonial and Reconstructing the Indigenous. Counterpoints, 379, 80-91.

Bali, M. (2016, September 4). Reproducing marginality. Retrieved from: http://blog.mahabali.me/blog/pedagogy/critical-pedagogy/reproducing-marginality/

Battiste, M. (2008). The struggle and renaissance of Indigenous Knowledge in Eurocentric Education. In M. Villegas, S. R. Neugebauer, & K. R. Venegas (Eds.), Indigenous knowledge and education: Sites of struggle, strength, and survivance (pp. 85–91). Harvard Education Press.

Battiste, M. (2017). Decolonizing education: Nourishing the learning spirit. UBC press.

Braidotti, R. (2019). A theoretical framework for the critical posthumanities. Theory, culture & society, 36(6), 31-61.

Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The urban review, 37(5), 425-446.

Byrd, J. A. (2011). The transit of empire: Indigenous critiques of colonialism. U of Minnesota Press.

Calderon, D. (2014). Uncovering settler grammars in curriculum. Educational Studies, 50(4), 313-338.

Canadian Council on Learning. (2007). Redefining how success is measured in First Nations, Inuit and Metis learning.

Christen, K. (2018). Relationships, not records: Digital heritage and the ethics of sharing Indigenous knowledge online. In J. Sayers (Ed), The Routledge Companion to Media Studies and Digital Humanities (pp. 403-412). Routledge.

Coulthard, G. S. (2014). Red skin, white masks: Rejecting the colonial politics of recognition. U of Minnesota Press.

Donald, D. (2009). Forts, curriculum, and Indigenous Métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts. First Nations Perspectives, 2(1), 1-24.

Fanon, F. (1963). Colonial war and mental disorders. nations

Gaudry, A., & Lorenz, D. (2019). Decolonisation for the Masses? Grappling with Indigenous Content Requirements in the Changing Post-secondary Environment. In L. T. Smith, E. Tuck, & K. W. Yang (Eds.). Indigenous and Decolonising Studies in Education: Mapping the Long View, (pp. 159–174). Routledge.

Goeman, M. (2013). Mark my words: Native women mapping our nations. U of Minnesota Press.

Grande, Sandy. 2004. Red pedagogy: Native American social and political thought. Rowman and Littlefield.

Guishard, M., & Tuck, E. (2013). Youth resistance research methods and ethical challenges. In E. Tuck & K. W. Yang (Eds.). Youth resistance research and theories of change (pp. 193-206). Routledge.

Hennessy, K., Lyons, N., Loring, S., Arnold, C., Joe, M., Elias, A. and Pokiak, J., 2013. The Inuvialuit living history project: Digital return as the forging of relationships between institutions, people, and data. Museum Anthropology Review, 7(1-2), p.44.

Hunt, J. (2013). Engaging with Indigenous Australia-exploring the conditions for effective relationships with Aboriginal and Torres Strait Islander communities. Australian Institute of Health and Welfare; Australian Institute of Family Studies.

Kimmerer, R. W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Milkweed Editions.

L’Hirondelle Hill, G. Sophie McCall, eds. 2015. The Land We Are: Artists and Writers Unsettle the Politics of Reconciliation.: ARP Books.

Lather, P. (1991). Getting smart: Feminist research and pedagogy within/in the postmodern. Routledge.

Milton, C. E., & Reynaud, A. M. (2019). Archives, Museums and Sacred Storage: Dealing with the Afterlife of the Truth and Reconciliation Commission of Canada. International Journal of Transitional Justice, 13(3), 524-545.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational researcher, 41(3), 93-97.

Pinar, W. F. (2015). Educational experience as lived: Knowledge, history, alterity: The selected works of William F. Pinar. Routledge.

Rorick, C. L. (2018). wałyaʕasukʔi naananiqsakqin: At the home of our ancestors: Ancestral continuity. In L. T. Smith, E. Tuck & Yang (Eds.), Indigenous land-based language immersion. Indigenous and decolonizing studies in education: Mapping the long view, 224-237.

Rowe, A. C., & Tuck, E. (2017). Settler colonialism and cultural studies: Ongoing settlement, cultural production, and resistance. Cultural Studies↔ Critical Methodologies, 17(1), 3-13.

Salmón, E. (2012). Introducción al Derecho Internacional Humanitario. Instituto de Democracia y de Derechos Humanos; Comité Internacional de la Cruz Roja.

Semali, L. M., & Kincheloe, J. L. (1999). Introduction: What is indigenous knowledge and why should we study it. What is indigenous knowledge, 3-57.

Silverman, S. K. (2009). On responsibility: Teachers' conceptions of promoting social justice. The Ohio State University.

Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: indigeneity, education & society, 3(3).

Simpson, L. B. (2016). Indigenous resurgence and co-resistance. Critical ethnic studies, 2(2), 19-34.

Smith, L. C. (2012). Decolonizing hybridity: Indigenous video, knowledge, and diffraction. cultural geographies, 19(3), 329-348.

Smith, L. T., Tuck, E., & Yang, K. W. (Eds.). (2018). Indigenous and decolonizing studies in education: Mapping the long view. Routledge.

Styres, S. (2018). Literacies of land: Decolonizing narratives, storying, and literature. In L.T. Smith, E. Tuck, & K. W. Yang (Eds.), Indigenous and decolonizing studies in education (pp. 24-37). Routledge.

Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. Truth and Reconciliation Commission of Canada.

Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research.

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, education & society, 1(1).

Wilson, S. (2008). Research is ceremony: Indigenous research methods. Fernwood Publishing.

Downloads

Published

2021-12-21

How to Cite

Elias, T. (2021). Exploring Curation as a Path Towards Decolonizing Education. The Open/Technology in Education, Society, and Scholarship Association Journal, 1(2), 1–19. https://doi.org/10.18357/otessaj.2021.1.2.15

Issue

Section

Practice Articles