Résumés
Abstract
We draw on a focus group discussion amongst four Indigenous northern Ontario early childhood educators (ECEs) from an Indigenous postsecondary institution’s ECE diploma program, to show the important contributions of programs offered by Indigenous postsecondary education institutes to Indigenous cultural revitalization. We are the Indigenous Elder, two instructors, and senior administrator of the program, as well as a non-Indigenous university professor. We argue for Indigenous community-generated curricula that embody local Indigenous cultural knowledge, values, and practices, drawing on themes arising from analysis of focus group data: participants felt that they brought limited knowledge of their Indigenous language and culture to their program, and participants experienced an awakening of Indigenous knowledge through their participation in Indigenous practices outside the core curriculum.
Keywords:
- early childhood education diploma programs,
- Indigenous knowledge,
- northern Indigenous postsecondary education,
- Indigenous cultural revitalization,
- early childhood education professional requirements
Résumé
Nous présentons les contributions importantes des programmes offerts par les établissements d’enseignement postsecondaire autochtones à la revitalisation culturelle autochtone, en nous appuyant sur une discussion de groupe entre quatre éducateurs de la petite enfance (ÉPE) autochtones du programme menant à un diplôme en ÉPE d’un établissement postsecondaire autochtone située dans le nord de l’Ontario. En tant que co-auteurs, nous sommes l’aîné autochtone, deux instructeurs, l’administrateur principal du programme ainsi que le professeur d’université non autochtone. Nous préconisons les programmes d’études générés par la communauté autochtone qui incarnent les connaissances, les valeurs et les pratiques culturelles autochtones locales, tout en s’appuyant sur les thèmes découlant de l’analyse des données des groupes de discussion. Les participants ont estimé qu’ils avaient apporté une connaissance limitée de leur langue et de leur culture autochtones à leur programme, et les participants ont connu un éveil des connaissances autochtones grâce à leur participation dans des pratiques autochtones hors du curriculum de base.
Mots-clés :
- exigences professionnelles en éducation de la petite enfance,
- programmes menant à un diplôme en éducation de la petite enfance,
- connaissance autochtone,
- revitalisation culturelle autochtone,
- l’éducation postsecondaire des Autochtones du Nord
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