Indigenous
- Darlene Edgar
Burrage, R. L., Momper, S. L., & Gone, J. P. (2022). Beyond trauma: Decolonizing understandings of loss and healing in the Indian Residential School system of Canada. Journal of Social Issues, 78(1), 27–52. https://research.ebsco.com/c/4ax45t/viewer/pdf/nzotamg5fz
Main Points:
Theoretical framework on indigenous historical trauma, highlighting cumulative effects across generations and individual life courses, including forced removal from homelands and systemic abuse in residential schools.
Critique of colonial approaches to mental health, advocating for restoring cultural practices and returning land and resources to indigenous communities.
Analysis of indigenous distress within an ecological focus versus clinical pathology like PTSD, and the limitations of clinical approaches in addressing the complex effects of residential schools.
Discussion on the Truth and Reconciliation Commission (TRC) testimonies, emphasizing the broader impacts on families and communities beyond individual psychological effects.
Healing processes encompassing reconnection to others, culture, and family, emphasizing the importance of community-based and holistic approaches over clinical psychology.
Detailed Points:
Theoretical framework: Indigenous historical trauma, cumulative effects, systemic abuse in residential schools.
Critique of colonial approaches: Restoration of cultural practices, return of land and resources.
Analysis of indigenous distress: Ecological focus vs. clinical pathology like PTSD, limitations of clinical approaches.
TRC testimonies: Broader impacts on families and communities, beyond individual psychological effects.
Healing processes: Reconnection to others, culture, family; emphasis on community-based and holistic approaches.
Brunette-Debassige, C. (2023). Indigenous refusals in educational leadership practices in Canadian universities. AlterNative: An International Journal of Indigenous Peoples, 19(2), 377–386. https://journals.sagepub.com/doi/pdf/10.1177/11771801231167876
Main Points:
Response of Canadian universities to the 94 calls to action, including the creation of indigenous initiatives offices and efforts toward transformative institutional change led by senior indigenous women.
Indigenous refusals as acts of resistance against problematic reconciliation discourses, political approaches to administration, co-optation of indigenous agendas, performative institutional approaches, and toxic administrative environments.
Struggles faced by indigenous administrators in advancing transformative change within universities, hindered by systemic racism, sexism, and colonialism.
Methodology: Indigenous storying approach involving 12 female administrators in Canadian universities since 2015.
Findings: Instances of refusing settler reconciliation discourses, settler notions of leadership, settler cooptation, settler colonial tokenism, and performative approaches.
Detailed Points:
Response of Canadian universities: Creation of indigenous initiatives offices, transformative institutional change efforts led by senior indigenous women.
Indigenous refusals: Acts of resistance against problematic reconciliation discourses, political approaches to administration, co-optation of indigenous agendas, performative institutional approaches, and toxic administrative environments.
Struggles faced by indigenous administrators: Hindered by systemic racism, sexism, and colonialism; underrepresentation in leadership positions; challenges in advancing transformative change.
Methodology: Indigenous storying approach involving 12 female administrators in Canadian universities since 2015.
Findings: Refusals to participate in problematic reconciliation discourses, settler notions of leadership, settler cooptation, settler colonial tokenism, and performative approaches.
Critical strategic engagement in indigenous refusal: Negotiating refusals to avoid negative stereotypes and discrediting; assessing implications, risks, and benefits on a case-by-case basis; engaging in ongoing critical self-reflexivity.
Implications:
Need for a nuanced understanding of indigenous refusals in educational leadership.
Recognition of the unsafe nature of academic environments for indigenous leaders.
Call for support and advocacy for indigenous administrators navigating systemic challenges.
Milne, E., & Wotherspoon, T. (2020). Schools as “really dangerous places” for indigenous children and youth: Schools, child welfare, and contemporary challenges to reconciliation. Canadian Review of Sociology, 57(1), 34–52. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pbh&AN=141780004&custid=s7439054
Main Points:
Historical context: Residential schools' role in systemic destruction of indigenous families and cultural ties, leading to cultural genocide and damaging consequences for survivors, families, and communities.
Intersectionality of schooling and child welfare systems in Canada, contributing to challenges for meaningful reconciliation between indigenous and non-indigenous people.
Educational policies promoting active parental engagement and inclusive education, but concerns about the integration of child welfare practices into schools.
Overrepresentation of indigenous children in the Canadian child welfare system, with issues such as poverty exacerbating the situation.
Findings from interviews in central Alberta: tension and mistrust between schools and indigenous families, fear of child welfare authorities, and the impact of poverty on perceptions of parenting.
Detailed Points:
Historical context: Residential schools' devastating impact on indigenous families and cultural ties, leading to intergenerational trauma and challenges for reconciliation.
Intersectionality of schooling and child welfare: Complex interactions between systems contribute to challenges for indigenous families and children.
Educational policies: Emphasize active parental engagement and inclusive education but may inadvertently reinforce colonial power dynamics.
Overrepresentation in child welfare: Indigenous children disproportionately represented, with poverty exacerbating issues.
Interview findings: Tension and mistrust between schools and indigenous families, fear of child welfare involvement, and stigma surrounding poverty and parenting.
Theoretical Framework:
Understanding social actions and practices within intersecting institutional fields of families, schools, and child welfare systems.
Exploration of power differentials and cultural capital within these systems, affecting outcomes for indigenous children and families.
Implications:
Need for meaningful institutional transformation to address systemic barriers faced by indigenous children and families.
Calls for sustained engagement with indigenous communities and youth to promote inclusion and reconciliation.
Importance of recognizing and validating indigenous perspectives and practices within educational and child welfare systems.
Lamoureux, K., & Katz, J. (2020). Intersectionality, indigeneity, and inclusive education: Reimagining business as usual. Exceptionality Education International, 30(2), 12–18. https://discovery.ebsco.com/c/4ax45t/viewer/pdf/mjznmfctuz
Main Points:
Importance of considering indigenous students and peoples in efforts to design inclusive educational practices.
Intersectionality of issues faced by indigenous students, including racism, poverty, trauma, and disability, leading to increased risk among this group.
Challenges of traditional schooling systems in Canada, which often marginalize indigenous students due to cultural differences and systemic racism.
Need for culturally safe educational environments that respect indigenous identity, language, culture, and worldview.
Recognition of higher rates of learning disabilities and behavioral disorders among indigenous students, indicating systemic issues in the education system.
Importance of reconciliation efforts, learning from indigenous cultures, and addressing historical injustices for healing and positive change.
Emphasis on inclusive education practices, humanizing interactions, building relationships, and acknowledging privilege to combat racism and discrimination.
Role of educational leaders and principles in championing inclusive practices and supporting teachers in developing capacity for inclusive education.
Detailed Points:
Intersectionality and Inclusive Education:
Indigenous students face intersecting issues such as racism, poverty, trauma, and disability, making them highly at risk in traditional schooling systems.
Current educational practices often fail to address the cultural needs and experiences of indigenous students, leading to marginalization and systemic discrimination.
Cultural Safety and Systemic Racism:
Schools need to provide culturally safe environments that respect indigenous identity, language, and culture, in addition to physical safety from bullying and teasing.
Systemic racism is evident in curricular content, teaching methods, academic expectations, and disciplinary practices, contributing to the marginalization of indigenous students.
Reconciliation and Healing:
Reconciliation efforts should involve learning from indigenous cultures, acknowledging historical injustices, and working towards healing and forgiveness.
Educators have a responsibility to understand the truth of history and actively participate in the healing process, guided by indigenous elders and educators.
Inclusive Education Practices:
Inclusive education involves confronting otherness, racism, and discrimination through awareness, education, and building relationships.
Humanizing interactions through shared experiences fosters respect and understanding among diverse groups.
Acknowledging privilege and promoting equity are essential for creating inclusive educational environments.
Role of Educational Leaders:
Educational leaders and principles play a crucial role in championing inclusive practices and supporting teachers in their efforts to develop inclusive classrooms.
Their unwavering commitment to the ideals of inclusivity and equity is essential for creating positive change in the education system.
Implications:
Urgent need for educational reform to address systemic racism and marginalization faced by indigenous students.
Importance of culturally safe and inclusive educational environments that respect indigenous identity and culture.
Recognition of the role of educational leaders in championing inclusive practices and supporting teachers in their efforts to create inclusive classrooms.
Emphasis on reconciliation efforts, learning from indigenous cultures, and addressing historical injustices for healing and positive change in the education system.
Papp, T. A., & Cottrell, M. (2021). Teacher professional learning, culturally responsive/sustaining practices, and indigenous students’ success: A comparative case-study of New Zealand and Saskatchewan, Canada. Alberta Journal of Educational Research, 67(2), 105–128. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ehh&AN=150864660&custid=s7439054
Main Points:
Ongoing educational disparities faced by indigenous students, highlighting the need for teachers to embrace innovations to ensure equitable outcomes.
Examination of initiatives aimed at enhancing cultural responsiveness among predominantly white educators in Saskatchewan, Canada, and New Zealand.
Comparative analysis of educational contexts, historical backgrounds, and indigenous education strategies in both regions.
Importance of teacher professional learning in improving student achievement, particularly for low-achieving students.
Implementation of culturally responsive/sustaining practices to bridge the gap between teachers and indigenous learners, focusing on cultural discontinuity hypothesis and culturally relevant pedagogy.
Impact of whole-school initiatives and strategic planning on improving outcomes for indigenous students.
Detailed Points:
Educational disparities: Indigenous students face significant challenges in achieving equitable outcomes in publicly funded education systems.
Contextual comparison: Saskatchewan and New Zealand share historical legacies of colonization and indigenous struggles for access to formal education.
Graduation rates: Saskatchewan's indigenous graduation rates lag behind the provincial average, while New Zealand's indigenous students also experience disparities despite educational reforms.
Teacher professional learning: Meaningful and ongoing professional development opportunities are crucial for improving student achievement, especially for marginalized students.
Culturally responsive/sustaining practices: Professional development should incorporate culturally responsive pedagogy, acknowledging cultural differences and integrating indigenous worldviews into curriculum and instructional practices.
Impact on student outcomes: Implementation of culturally responsive pedagogy leads to dramatic improvements in student achievement, attendance, and graduation rates.
Case study approach: Utilization of multiple instrumental case studies to explore the impact of whole-school initiatives and teacher transformation on student outcomes.
Leadership role: School leaders play a crucial role in promoting cultural responsiveness and fostering collaborative learning environments.
Conclusion: Teacher professional learning serves as a catalyst for educational reform and innovation, with a focus on social justice priorities and rejecting deficit-based explanations for indigenous student outcomes.
Implications:
Emphasis on ongoing teacher professional development to enhance cultural responsiveness and improve outcomes for indigenous students.
Adoption of culturally sustaining practices to create inclusive learning environments that value indigenous cultures and perspectives.
Recognition of indigenous students' cultural attributes and experiences as assets for effective teaching and learning.
Need for school leadership to prioritize social justice initiatives and foster collaborative learning communities focused on student success.