Education Leadership in K–12 Systems from a Métis Worldview: Infusing Education Leadership with an Understanding of Wâhkôhtowin
DOI :
https://doi.org/10.53967/cje-rce.7521Mots-clés :
éducation métisse, éducation autochtone, décolonisation, éducation adaptée à la cultureRésumé
Le système scolaire albertain peine depuis des années à fournir une éducation de qualité dans des milieux d’apprentissage toujours plus complexes. Les lacunes dans les connaissances et les compétences des élèves, la neurodiversité, les expériences d’apprentissage antérieures, les compétences linguistiques, les niveaux de régulation sociale et émotionnelle, les attentes divergentes des parents, etc., contribuent aux défis qui confrontent les éducatrices et éducateurs d’aujourd’hui. Cet article compare certains cadres éducatifs proposés pour répondre à ces complexités et décrit comment les modes d’être, de savoir et d’agir des Métis et des Premières Nations peuvent être intégrés dans une approche éducative potentiellement plus efficace. Il soutient en outre qu’une transformation profonde et durable du système scolaire actuel exige une véritable décolonisation accompagnée de changements sensibles et adaptés à la culture.
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