Exploring Curation as a Path Towards Decolonizing Education
DOI:
https://doi.org/10.18357/otessaj.2021.1.2.15Keywords:
digital curation, decolonizing education, educational technology, digital pedagogyAbstract
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. DOI: https://doi.org/10.1177/0263276418771486
Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The urban review, 37(5), 425-446. DOI: https://doi.org/10.1007/s11256-005-0018-y
Byrd, J. A. (2011). The transit of empire: Indigenous critiques of colonialism. U of Minnesota Press. DOI: https://doi.org/10.5749/minnesota/9780816676408.001.0001
Calderon, D. (2014). Uncovering settler grammars in curriculum. Educational Studies, 50(4), 313-338. DOI: https://doi.org/10.1080/00131946.2014.926904
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. DOI: https://doi.org/10.4324/9781315730479-42
Coulthard, G. S. (2014). Red skin, white masks: Rejecting the colonial politics of recognition. U of Minnesota Press. DOI: https://doi.org/10.5749/minnesota/9780816679645.001.0001
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. DOI: https://doi.org/10.4324/9780429505010-11
Goeman, M. (2013). Mark my words: Native women mapping our nations. U of Minnesota Press. DOI: https://doi.org/10.5749/minnesota/9780816677900.001.0001
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. DOI: https://doi.org/10.4324/9780203451311
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. DOI: https://doi.org/10.1093/ijtj/ijz027
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational researcher, 41(3), 93-97. DOI: https://doi.org/10.3102/0013189X12441244
Pinar, W. F. (2015). Educational experience as lived: Knowledge, history, alterity: The selected works of William F. Pinar. Routledge. DOI: https://doi.org/10.4324/9781315752594
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. DOI: https://doi.org/10.4324/9780429505010-16
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. DOI: https://doi.org/10.1177/1532708616653693
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. DOI: https://doi.org/10.5749/jcritethnstud.2.2.0019
Smith, L. C. (2012). Decolonizing hybridity: Indigenous video, knowledge, and diffraction. cultural geographies, 19(3), 329-348. DOI: https://doi.org/10.1177/1474474011429407
Smith, L. T., Tuck, E., & Yang, K. W. (Eds.). (2018). Indigenous and decolonizing studies in education: Mapping the long view. Routledge. DOI: https://doi.org/10.4324/9780429505010
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. DOI: https://doi.org/10.4324/9780429505010-2
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. DOI: https://doi.org/10.1080/13504622.2013.877708
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
How to Cite
Issue
Section
License
Copyright (c) 2021 Tanya Elias
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to the OTESSA Journal agree to release their articles under the Creative Commons Attribution 4.0 International (CC BY 4.0) license. This licence allows this work to be copied, distributed, remixed, transformed, and built upon for any purpose provided that appropriate attribution is given, a link is provided to the license, and changes made were indicated.
Authors retain copyright of their work and grant the OTESSA Journal right of first publication.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the OTESSA Journal.
