東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

First Peoples' knowings as legitimat...

Cole, Peter Joseph.

FindBook

Google Book

Amazon

博客來

First Peoples' knowings as legitimate discourse in education: Coming home to the village.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	First Peoples' knowings as legitimate discourse in education: Coming home to the village./
作者:	Cole, Peter Joseph.
面頁冊數:	329 p.
附註:	Adviser: Suzanne deCastell.
Contained By:	Dissertation Abstracts International62-09A.
標題:	Anthropology, Cultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ61632
ISBN:	9780612616325

First Peoples' knowings as legitimate discourse in education: Coming home to the village.
Cole, Peter Joseph.

First Peoples' knowings as legitimate discourse in education: Coming home to the village. - 329 p.

Adviser: Suzanne deCastell.

Thesis (Ph.D.)--Simon Fraser University (Canada), 2000.

This dissertation presents a mutual intercultural conversation about ethics, experience and education, whose purpose is to share with the academy indigenous epistemologies and methodologies which have existed for millennia and which, rhizomatically, are in continuous creation and evolution. In this text, indigenous knowings are not, and never were, alter/native or marginal. As a means of demonstrating this epistemological standpoint, rather than building on Western ways of taking up histories and theories of "education", this research makes central the knowings of its key participants: First Peoples in British Columbia, as well as Maori, Koori, Mayan, Kenyan, Malawian, Anishinaabek, and Haudenosaunee. Drawing upon interviews with Aboriginal people, both university- and non-university-based, as well as on the published work of indigenous scholars, on a set of conferences concerned with First Peoples and education, and drawing no less on fiction, poetry, and the measured silences traditional scholarly text finds itself incapable of representing, this study interrogates from an indigenous standpoint the ethics of research especially the right of Western academics to know 'other' cultures by means of what are universally accepted within the academy as "legitimate" and "ethically approved" research practices. It takes up the thorny question of what "curriculum" has meant and might mean, and it adds to and enriches an understanding of how "knowledge" has been understood and acted upon in Aboriginal communities and contexts concerned with the 'upbringing' of children and youth.

ISBN: 9780612616325Subjects--Topical Terms:

735016
Anthropology, Cultural.

First Peoples' knowings as legitimate discourse in education: Coming home to the village.
LDR:04546nam 2200313 a 45 001 945661
005 20110523
008 110523s2000 ||||||||||||||||| ||eng d
020 $a 9780612616325
035 $a (UMI)AAINQ61632
035 $a AAINQ61632
040 $a UMI $c UMI
100 1 $a Cole, Peter Joseph. $3 1269076
245 1 0 $a First Peoples' knowings as legitimate discourse in education: Coming home to the village.
300 $a 329 p.
500 $a Adviser: Suzanne deCastell.
500 $a Source: Dissertation Abstracts International, Volume: 62-09, Section: A, page: 2954.
502 $a Thesis (Ph.D.)--Simon Fraser University (Canada), 2000.
520 $a This dissertation presents a mutual intercultural conversation about ethics, experience and education, whose purpose is to share with the academy indigenous epistemologies and methodologies which have existed for millennia and which, rhizomatically, are in continuous creation and evolution. In this text, indigenous knowings are not, and never were, alter/native or marginal. As a means of demonstrating this epistemological standpoint, rather than building on Western ways of taking up histories and theories of "education", this research makes central the knowings of its key participants: First Peoples in British Columbia, as well as Maori, Koori, Mayan, Kenyan, Malawian, Anishinaabek, and Haudenosaunee. Drawing upon interviews with Aboriginal people, both university- and non-university-based, as well as on the published work of indigenous scholars, on a set of conferences concerned with First Peoples and education, and drawing no less on fiction, poetry, and the measured silences traditional scholarly text finds itself incapable of representing, this study interrogates from an indigenous standpoint the ethics of research especially the right of Western academics to know 'other' cultures by means of what are universally accepted within the academy as "legitimate" and "ethically approved" research practices. It takes up the thorny question of what "curriculum" has meant and might mean, and it adds to and enriches an understanding of how "knowledge" has been understood and acted upon in Aboriginal communities and contexts concerned with the 'upbringing' of children and youth.
520 $a Deploying a series of conversations in which indigenous epistemologies are foregrounded, the text itself is composed of poetic, dramatic, and storytelling voices, a rhetorical strategy intended better to reflect the orality of my own First Nations culture (In-SHUCK-ch/N'Quat'qua Nation of British Columbia) and the primarily oral cultures of my co-participants. An extended metaphor---that of a canoe journey---draws together these various conversations in a manner that resists the narrative conventions of beginning, middle, and end. Rather, the text seeks to represent through this literary device, knowledge understood and enacted as a continuous engagement in storytelling, in conversation. These literary 'tactics' rhetorically accomplish, then, a significant decolonization, separating Aboriginal being, language and knowing from the violence wrought upon them by English grammar, syntax, spelling, and other never merely linguistic conventions which have silenced and absented from serious scholarly attention, indigenous ways of understanding what 'education' was, is, and might yet become for People of the First Nations.
520 $a Forcing indigenous people to articulate and understand their educational experiences exclusively in the ways and means of Western academic discourse, it is here argued, constitutes both epistemological racism and cultural genocide. In resisting any such imperative, trickster discourse, narrative chance and pleasurable misreadings in this dissertation gesture toward a postpositivist and anti-colonial isomorphing of stories and epistemologies from indigenous languages into English and back. Indeed, the first and last words of this dissertation are in my own language, Tl'atl'imx, as a means of imposing a symbolic counter-forcing which compels listening rather than speaking, and which instantiates however briefly for academic readers a position of incomprehension, one which, in relation to the education of First Nations Peoples, is long overdue.
590 $a School code: 0791.
650 4 $a Anthropology, Cultural. $3 735016
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Philosophy of. $3 783746
690 $a 0282
690 $a 0326
690 $a 0998
710 2 $a Simon Fraser University (Canada). $3 1020621
773 0 $t Dissertation Abstracts International $g 62-09A.
790 $a 0791
790 1 0 $a deCastell, Suzanne, $e advisor
791 $a Ph.D.
792 $a 2000
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ61632