Borders and the Borderless Coast Salish: Decolonising Historiographies of Indigenous Schooling

Autor/in	Marker, Michael
Titel	Borders and the Borderless Coast Salish: Decolonising Historiographies of Indigenous Schooling
Quelle	In: History of Education, 44 (2015) 4, S.480-502 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2015.1015626
Schlagwörter	Historians; Educational History; Oral History; Primary Sources; Historiography; Educational Experience; Educational Policy; Comparative Education; Residential Schools; American Indians; American Indian Education; Foreign Countries; Racial Bias; Canada; United States; Washington + Suchen Sie Ihr Suchwort? Historian; Historiker; History of education; Bildungsgeschichte; Oral tradition; Mündliche Überlieferung; Primärquelle; Geschichtsschreibung; Bildungserfahrung; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Heimschule; American Indian; Indianer; Ausland; Racial discrimination; Rassismus; Kanada; USA
Abstract	Historians of education wanting to develop culturally responsive historiographies of Indigenous communities should move beyond a reliance on government and church policy documents--with some variegations of testimony from residential school survivors. The unique circumstances of colonisation that were forged by national/settler policies should be investigated in tandem with a traditional knowledge of local meanings of time, landscape and mythos. This work examines the differences in Canadian and American schooling policies--notably the residential schools--from the experiences of the Coast Salish who are a transnational people with a transcendent discernment of their traditional territory bisected by the Canada-US border. Nation-state borders have produced impediments for Indigenous peoples and conceptual problems for historians. This paper, drawing on secondary and primary source documents, oral history recordings and conversations with Coast Salish community members, compares the cross-border educational experiences of the region with suggestions for more place-based historiographies of Indigenous education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01