{"id":258347,"date":"2026-07-13T16:12:56","date_gmt":"2026-07-13T13:12:56","guid":{"rendered":"https:\/\/1kitap1.com\/en\/decolonizing-education-nourishing-the-learning-spirit-marie-battiste\/"},"modified":"2026-07-13T16:12:56","modified_gmt":"2026-07-13T13:12:56","slug":"decolonizing-education-nourishing-the-learning-spirit-marie-battiste","status":"publish","type":"post","link":"https:\/\/1kitap1.com\/en\/decolonizing-education-nourishing-the-learning-spirit-marie-battiste\/","title":{"rendered":"Decolonizing Education Nourishing The Learning Spirit – Marie Battiste"},"content":{"rendered":"
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They need to make educational opportunities for students that nourish their learning spirits and build strong minds, bodies, and spirits. One Cree student shares this analogy: if you have one arrow, it can easily be broken. But put six arrows together and it is difficult for any of them to break. Aboriginal students need a critical mass of peers, al- lies, and supporters who will help them reach their own potential and create their own successes. In those few exceptional universities that have acknowledged the Indigen- ous knowledge issue, the struggle becomes developing \u201ctrans-systemic\u201d analy- ses and methods, of reaching beyond the two distinct systems of knowledge to create fair and just educational systems and experiences.<\/p>\n

This is part of the ultimate struggle, a regeneration of new relationships among and between knowledge systems, as scholars competent in both knowledge systems seek to unite and reconcile them. Only when these analyses and methods in thought and behaviour are made can we create truly \u201chigher\u201d educational systems that are a place of connectedness and caring, a place that honours the herit- age, knowledge, and spirit of every Indigenous student and contributes to the building of trans-systemic knowledge for all students.<\/p>\n

\u2014 101 \u2014 Chapter 5 Animating Ethical Trans-Systemic Education Systems Indigenous peoples have the right to maintain, control, protect and de- velop their cultural heritage, traditional knowledge and traditional cul- tural expressions, as well as the manifestations of their sciences, tech- nologies and cultures, including human and genetic resources, seeds, medicines, knowledge of the properties of fauna and flora, oral trad- itions, literatures, designs, sports and traditional games and visual and performing arts. They also have the right to maintain, control, protect and develop their intellectual property over such cultural heritage, trad- itional knowledge, and traditional cultural expressions.<\/p>\n

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Copyright \u00a9 2013 Marie Battiste All rights reserved. No part of this publication may be reproduced or transmit- ted in any form or by any means without permission in writing from the pub- lisher, except by a reviewer who may quote brief passages in a review, or in the case of photocopying or other reprographic copying, a license from ACCESS (Canadian Copyright Licensing Agency) in Toronto.<\/p>\n

All inquiries and orders regarding this publication should be addressed to: Purich Publishing Ltd. Box 23032, Market Mall Post Office, Saskatoon, SK, Canada, S7J 5H3 Phone: (306) 373-5311 Fax: (306) 373-5315 Email: purich@sasktel.net www.purichpublishing.com Library and Archives Canada Cataloguing in Publication Battiste, Marie, 1949-, author Decolonizing education : nourishing the learning spirit \/ Marie Battiste. Includes bibliographical references and index. ISBN 978-1-895830-77-4 (pbk.) 1. Native peoples \u2014 Education \u2014 Canada.<\/p>\n

2. Native peoples \u2014 Education \u2014 Government policy \u2014Canada. 3. Native peoples \u2014 Canada \u2014 Intellectual life. I. Title. e96.2.b355 2013 371.829\u201997071 c2013-905316-6 Edited, designed, and typeset by Donald Ward. Cover photograph: J. Youngblood Henderson. Cover design by Jamie Olson. Index by Ursula Acton. Purich Publishing gratefully acknowledges the assistance of the Government of Canada through the Canada Book Fund, and the Creative Industry Growth and Sustainability Program made possible through funding provided to the Saskatchewan Arts Board by the Government of Saskatchewan through the Ministry of Parks, Culture, and Sport for its publishing program.<\/p>\n

Printed on 100 per cent post-consumer, recycled, ancient-forest-friendly paper. Contents Foreword by Rita Bouvier 8 Chapter 1 Introduction 13 Chapter 2 The Legacy of Forced Assimilative Education for Indigenous Peoples 23 Chapter 3 Mi\u2019kmaw Education: Roots and Routes 34 Blending Mi\u2019kmaw knowledge with Catholic knowledge 38 Nova Scotia\u2019s Intervention in Mi\u2019kmaw Education 47 Canada\u2019s Intervention 51 1. Planting Out 54 2.<\/p>\n

Indian Residential Schools 55 3. Centralization Policy 57 4. Fiscal Transfers from Canada to Provinces 58 5. White Paper Policy on Equality 60 6. Indian Control of Indian Education Policy 61 7. Canada\u2019s Apology 64 Chapter 4 Creating the Indigenous Renaissance 68 Collaborative Conscientization 69 Indigenous Methodologies 73 Constitutional Reconciliation 77 Establishing Transformative Principles in UN Law 79 1. International Labour Organization Convention 169, Concerning Indigenous and Tribal Peoples in Independent Countries (1989) 79 2. UN Declaration on the Rights of Indigenous Peoples (2007) 81 Mi\u2019kmaw Reform of Education 87 1.<\/p>\n

Mi\u2019kmawey School: Bilingual Education 87 2. Mi\u2019kmaw Kina\u2019matnewey 90 3.<\/p>\n<\/blockquote>\n

This is a short excerpt from the opening of “” by Unknown, quoted for review and introduction purposes. All rights belong to the copyright holders.<\/em><\/p>\n

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