open access

https://hdl.handle.net/2115/77227

The Strategies of Decolonizing Indigenous Education in Canada : The Case of School Education in British Columbia

日本語

2020-03-31

Research Faculty of Media and Communication, Hokkaido University

35-53

The purpose of this article is to discuss how the Knowledge of the Canadian Indigenous peoples has been transmitted mainly through school education in British Columbia (BC). First, I point out that the purpose of teaching Indigenous languages and cultures is not political separation, but rather Indigenous peoples’survival in mainstream society. Second, I discuss the approval of Indigenous languages and Indigenous Studies as legitimate subjects, the integration of Indigenous contents into all subjects and the approval of an English subject developed based on Indigenous content, including epistemology, as a legitimate independent subject. Third, I discuss about types of higher education within the ambit of Indigenous Education: Indigenous Studies Departments in public universities, the teacher education system on Indigenous Languages and Cultures, other certificates or diplomas on Indigenous peoples granted by public universities in BC, and Indigenous-controlled Institutions in local Indigenous communities. Finally, I discuss about the transmission of Traditional Indigenous Knowledge in school education as well as communities. Based on the above discussions, I point out the importance of approving Ainu Studies courses as legitimate subjects, transmission on Ainu Puri（Ainu style of life and thinking）, self-determination in Ainu education by Ainu peoples, and support for and understanding of Ainu people and their initiatives by Japanese society.

学術雑誌論文

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