Divo Ti Vyin? Where Are You From? Red River Métis Knowledge as Pedagogy
DOI :
https://doi.org/10.53967/cje-rce.7503Mots-clés :
Métis de la rivière Rouge, identité culturelle, pédagogie métisse, apprentissage inspiré de la terreRésumé
Cet article explore l’intégration pédagogique de l’identité culturelle des Métis de la rivière Rouge et met en évidence les avantages que cela peut offrir aux élèves issus d’horizons diversifiés dans le contexte canadien. À partir de récits personnels et de liens historiques, l’autrice met en lumière l’apport de l’apprentissage inspiré de la terre ainsi que de l’analyse historique critique pour intégrer les perspectives autochtones à l’école primaire. L’article se penche sur les racines historiques et culturelles des Métis de la rivière Rouge, sur les effets du colonialisme sur leur identité, et sur le rôle du matriarcat métis dans la préservation et la transmission culturelles. En incluant l’histoire des Métis en classe, l’autrice prône des pédagogies relationnelles, ancrées dans la terre et la communauté, qui honorent les connaissances autochtones et favorisent une éducation engagée envers la réconciliation. L’article aborde aussi le rôle des énoncés de reconnaissance territoriale et des activités communautaires pour créer des liens inclusifs avec les épistémologies autochtones. En incorporant des pédagogies métisses, les éducatrices et éducateurs peuvent développer des expériences d’apprentissage inclusives, collaboratives et réflexives qui facilitent la compréhension, par tous les élèves, d’enjeux historiques complexes et pertinents pour la société canadienne.
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