Learning towards Decolonising Relationships at Standing Rock

Autor/inn/en	Kluttz, Jenalee; Walker, Jude; Walter, Pierre
Titel	Learning towards Decolonising Relationships at Standing Rock
Quelle	In: Studies in the Education of Adults, 53 (2021) 1, S.101-119 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kluttz, Jenalee) ORCID (Walker, Jude) ORCID (Walter, Pierre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2020.1807891
Schlagwörter	Indigenous Populations; Activism; American Indians; Natural Resources; Industry; Informal Education; Interpersonal Relationship; Community; Citizenship Responsibility; Land Settlement; American Indian Culture; Tribes; Foreign Countries; Conservation (Environment); Indigenous Knowledge; North Dakota; Canada; United States + Suchen Sie Ihr Suchwort? Sinti und Roma; Aktivismus; Politischer Protest; American Indian; Indianer; Natural Ressource; Natürliche Ressource; Industrie; Informelle Bildung; Nichtformale Bildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Siedlungsraum; Tribal society; Stammesgesellschaft; Ausland; Conservation; Environment; Konservierung; Bewahung; Umwelt; Kanada; USA
Abstract	The opposition to the Dakota Access Pipeline that took place at Standing Rock in North Dakota was the largest gathering of Indigenous Peoples in recent U.S. history. Thousands of people, Indigenous and otherwise, came together from across North America and beyond to protect waters and sacred sites threatened by the construction of the Dakota Access oil pipeline. Our study examined the learning of Canada-based pipeline activists who travelled to Standing Rock to support the opposition. In this paper, we argue that participating in the Standing Rock resistance camp was an experience rich in informal learning and education for both Indigenous and non-Indigenous participants, and that this learning might be best understood as learning towards decolonising relationships. Building from the theoretical concepts of respect, responsibility, reciprocity, and relationship as the overarching umbrella, we outline three types of relationships central to how Standing Rock activists learned within the resistance camp: relationships to people, to community, and to self. A focus on these relationships -- and the centrality of respect, responsibility, and reciprocity to them -- provides insight into how the resistance community created opportunities for participants to start to unlearn settler-colonialism, and learn towards a decolonising relationality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01