Open AccessA Vision Towards Indigenous Education Sovereignty in Northwestern Ontario
Author(s) -
Melissa Oskineegish,
Leisa Desmoulins
Publication year - 2020
Publication title -
in education
Language(s) - English
Resource type - Journals
ISSN - 1927-6117
DOI - 10.37119/ojs2020.v26i1.451
Subject(s) - indigenous , sovereignty , vision , indigenous education , political science , traditional knowledge , self determination , sociology , place based education , public administration , pedagogy , economic growth , law , anthropology , environmental education , politics , ecology , economics , biology
To support the calls for Indigenous education sovereignty by the National Indian Brotherhood (1972) and the Assembly of First Nations, (1988), in this paper we explore Indigenous education as envisioned by six educators and knowledge holders in northwestern Ontario. Educators from six different schools and programs who took part in a national project called the National Centre for Collaboration in Indigenous education shared their descriptions and visions of Indigenous education. Findings reveal Indigenous pedagogies that align with Lee and McCarty’s (2017) theoretical framework of culturally sustaining and revitalizing pedagogies to promote and support Indigenous education sovereignty. Their visions include pedagogies grounded in the need for equitable education; Indigenous-led instruction for land-based teachings, traditional practices and languages; and, community-based accountabilities. Their visions illustrate that a deeper understanding of the localized and nationhood contexts of Indigenous sovereignty over education is missing and needed in the ongoing movement towards educational sovereignty.
Keywords: Indigenous sovereignty; Indigenous education; culturally sustaining and revitalizing pedagogies