La décolonisation de la scolarisation des jeunes Inuit et des Premières Nations : Sens et défis
Published on July 6, 2020
In Quebec, the institutional difficulties in educating young Inuit and those of the First Nations until the end of high school can no longer be ignored. The same is true for post-secondary education. In Chile, the necessary institutional conditions for the implementation of bilingual intercultural education policy are often absent. These barriers, or even systemic failures, are highlighted by many reports from Aboriginal organizations, governments and researchers.
The authors wish to bring to light a diversity of approaches and perspectives of analysis, understanding and action developed by by academics and their First Peoples partners promoting the academic and educational success of all young people. This book offers an examination of both the general state of education of indigenous peoples and specific situations of work in collaboration between university and community for the development of educational projects. The question of the articulation of the knowledge of the cultural heritage of the First Peoples and the knowledge valued by the inclusive and dominant societies is at the heart of the reflections and action stories of this collective book.