Imagining and enacting Métis informed anti-racist education: A local Prairie K to 12 flower beadwork framework

Auteurs-es

  • Carmen Gillies University of Saskatchewan
  • Nicole Mercereau University of Saskatchewan
  • Sheila Pocha Gabriel Dumont Institute

DOI :

https://doi.org/10.53967/cje-rce.7487

Mots-clés :

Métis et antiracisme, écoles du Canada, études critiques sur les Métis, théorie critique de la race

Résumé

Cet article s’appuie sur les conclusions d’une étude métisse/michif portant sur l’antiracisme, menée en partenariat entre le programme SUNTEP (Saskatchewan Urban Native Teacher Education Program) de l’Institut Gabriel-Dumont et le Collège des sciences de l’éducation de l’Université de la Saskatchewan. L’étude adopte une approche locale et s’appuie sur une série d’échanges de connaissances sur l’antiracisme avec 16 personnes métisses des Prairies, enseignantes ou formatrices, établies en milieux urbains ou environnants. En se basant sur les expériences vécues des enseignantes et enseignants métis, les études critiques sur les Métis et la théorie critique de la race, l’article remet en question les conceptions eurocentriques de l’éducation antiraciste en mettant l’accent sur les savoirs expérientiels des Métis. Grâce à des méthodes qualitatives et métisses, des données ont été recueillies lors de cinq ateliers — de perlage à motifs floraux — qui ont permis d’établir un cadre initial d’éducation antiraciste fondé sur les connaissances métisses (MIARE) pour les élèves de la maternelle à la 12e année. Ce cadre montre comment des expériences spécifiques de racialisation, de la maternelle à la 12e année, sont transformées en antiracisme à travers les connaissances culturelles intergénérationnelles des enseignantes et enseignants métis, soutenues par les valeurs fondamentales des Métis.

Statistiques

Chargement des statistiques…

Bibliographies de l'auteur-e

Carmen Gillies, University of Saskatchewan

Dr. Carmen Gillies is Métis and Norwegian/Chinese Canadian. She is an Assistant Professor in Educational Foundations at the College of Education, University of Saskatchewan, where she specializes in critical race theory and teacher education. Her interdisciplinary research examines democratic decolonial anti-racism within local Canadian K to 12 education and diverse contexts.

Nicole Mercereau, University of Saskatchewan

Nicole Mercereau (B.Ed, M.Ed) is a Métis educator and PhD student whose research focuses on Métis education through anti-racist and anti-oppressive frameworks. Originally from Duck Lake, Saskatchewan, she is a graduate of the Saskatchewan Urban Native Teacher Education Program, a program that continues to shape her commitments to equity, relationality, and Métis self-determination in education. Nicole currently serves as a sessional lecturer with SUNTEP and works as a research assistant while pursuing her doctoral studies under the supervision of Dr. Carmen Gilles. Her work centers on supporting Métis students, challenging colonial structures in schooling, and advancing culturally grounded pedagogies that affirm Métis identity and community. Nicole’s academic and community practice is guided by principles of reciprocity, responsibility, and the belief that education can be a pathway toward social transformation for Métis learners and their communities.

Sheila Pocha, Gabriel Dumont Institute

Sheila Pocha is the Program Head and proud graduate of the Saskatchewan Urban Native Teacher Education Program at the University of Saskatchewan. She has taught in northern and urban settings and as a teacher education sessional lecturer. Her experience as a teacher, administrator, and community volunteer have contributed to her advocacy for anti-racist and anti-oppressive education. Sheila has served on several committees, including with the Awasis Special Subject Council with the Saskatchewan Teachers’ Federation, the Ministry of Education, and Saskatoon Public Schools. Sheila has had the honour and privilege of serving as a volunteer on the boards of the Saskatoon Pre-School Foundation, the Gabriel Dumont Institute, Station 20 West, Quint Development, the Batoche Shared Management Board, SaskCulture, and the University of Saskatchewan Senate.

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Publié-e

09-12-2025

Comment citer

Gillies, C., Mercereau, N., & Pocha, S. (2025). Imagining and enacting Métis informed anti-racist education: A local Prairie K to 12 flower beadwork framework . Revue Canadienne De l’éducation, 48(3), 863–892. https://doi.org/10.53967/cje-rce.7487

Numéro

Vol. 48 No. 3 (2025): Autumn 2025 | Automne 2025

Rubrique

Special Issue: Métis-specific Education

Licence

© Société canadienne pour l'étude de l'éducation 2025

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.

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