Academic literature on the topic 'Autochtones – éducation'
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Journal articles on the topic "Autochtones – éducation"
Boelen, Virginie. "Décoloniser la spiritualité : une démarche à intégrer dans le processus de décolonisation de l’éducation." Journal of the Canadian Association for Curriculum Studies 20, no. 1 (October 30, 2023): 107–25. http://dx.doi.org/10.25071/1916-4467.40761.
Full textFirst Rider, Wanda, Aubrey Jean Hanson, Angela Houle, Patricia McCallum, Teresa M. Miles, Maureen Plante, and Erin Spring. "Changing the Story: Indigenous Youth Belong in Post-Secondary Education." Alberta Journal of Educational Research 70, no. 1 (March 13, 2024): 83–97. http://dx.doi.org/10.55016/ojs/ajer.v70i1.77459.
Full textHanson, Aubrey Jean. "Teaching Indigenous Literatures for Decolonization: Challenging Learning, Learning to Challenge." Alberta Journal of Educational Research 66, no. 2 (June 15, 2020): 207–22. http://dx.doi.org/10.55016/ojs/ajer.v66i2.68509.
Full textSims, Laura. "Inspirée face aux défis : l’expérience d’une professeure non autochtone en lien à l’intégration des perspectives autochtones dans la formation des enseignants en contexte minoritaire francophone manitobain." Autochtonisation de l’éducation en milieu minoritaire 31, no. 1 (April 23, 2019): 89–108. http://dx.doi.org/10.7202/1059127ar.
Full textLeddy, Shannon, and Susan O'Neill. "It’s Not Just a Matter of Time: Exploring Resistance to Indigenous Education." Alberta Journal of Educational Research 67, no. 4 (December 2, 2021): 336–50. http://dx.doi.org/10.55016/ojs/ajer.v67i4.69086.
Full textSaint-Arnaud, Marie, and Charlie Papatie. "Ejigabwîn." Territoires et autochtones des Amériques 42, no. 2-3 (April 2, 2014): 111–27. http://dx.doi.org/10.7202/1024106ar.
Full textHébert, Martin. "Éducation populaire et réappropriation autochtone du système de conseils communautaires de développement au Guatemala." Recherches amérindiennes au Québec 41, no. 1 (October 5, 2012): 17–24. http://dx.doi.org/10.7202/1012699ar.
Full textDubé, Anik, and Julie Émelie Boudreau. "Sexe, genre et contexte : Une compréhension en matière de promotion de la santé sexuelle et prévention du VIH/ITS auprès des jeunes autochtones au Nouveau-Brunswick." Articles et notes 46, no. 1-2 (February 27, 2017): 173–200. http://dx.doi.org/10.7202/1039036ar.
Full textRinkel-Mackay, Sherri. "Turning to Greet the Unheard, Unseen, and Unknown in Western Thought: Autoethnographic Stories of Learning with the Blackfoot." Alberta Journal of Educational Research 69, no. 2 (June 27, 2023): 144–66. http://dx.doi.org/10.55016/ojs/ajer.v69i2.73086.
Full textDeschênes, Émilie. "La confiance comme fondement essentiel du leadership des gestionnaires scolaires oeuvrant au sein de communautés autochtones québécoises." Éducation et francophonie 46, no. 1 (June 6, 2018): 83–99. http://dx.doi.org/10.7202/1047137ar.
Full textDissertations / Theses on the topic "Autochtones – éducation"
Côté, Isabelle. "Parcours de décrochage et raccrochage scolaire des jeunes autochtones en milieu urbain : le point de vue des étudiants autochtones." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26154/26154.pdf.
Full textLefevre-Radelli, Léa. "L'expérience des étudiants autochtones à l'université : racisme systémique, stratégies d'adaptation et espoir de changement social." Thesis, Nantes, 2019. http://www.theses.fr/2019NANT2039.
Full textIn Canada, there is a significant gap between the educational level of Indigenous and non-Indigenous populations. In 2016, 3 out of 10 Indigenous people had dropped out of high school, and only 11% of Indigenous people have a university degree, compared to 29% of non-Indigenous Canadians (Statistics Canada 2017). Considering these inequalities, several studies have identified the needs, barriers, and success or failure factors for Indigenous students. In this regard, my doctoral degree aims to improve understanding of the experiences of First Nations students in university. It is based on a qualitative empirical-inductive survey conducted between 2014 and 2017 in Montreal, Quebec. The body of data consists of interviews with 21 current and former First Nations students from Université du Québec à Montréal and Université de Montréal, supplemented by interviews with 3 English-speaking First Nations students from McGill University, 3 non- Indigenous students and 9 resource people from Montreal postsecondary institutions. The research mobilizes critical theories in education (critical pedagogy and anti-racist perspective) and Critical Race Theory to interpret the results, distancing itself from traditional analyzes based on theories of "cultural discontinuity". Addressing issues from the perspective of racial oppression helps to redefine the framework for thinking about inequalities in education between Indigenous and non-Indigenous people. Several factors are key to differentiating the academic experience of participants, including the relationship to the urban environment and cultural, social, and linguistic capital. Only a minority of participants experienced urban, academic, and social adjustment difficulties. All participants, however, experienced the consequences of systemic racism towards Indigenous peoples. The thesis therefore sheds light on the effects of discrimination mechanisms that students face at interpersonal and institutional levels. It also contributes to a better understanding of the ways in which students exercise their agency. Students conform (at least in appearance) to imposed school rules in order to acquire the tools necessary for long-term social change. In the short term, while being forced to adapt to Eurocentric structures, they try not to be defined by the experiences of stigmatization and by a racialized identity imposed by colonization
Vallée-Longpré, Julien. "Perspectives autochtones dans l’histoire nationale : étude de cas sur des propositions des associations autochtones depuis les années 1960." Master's thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/70395.
Full textThis thesis focus on indigenous claims regarding history teaching in Quebec. The goal of this study is to understand how to incorporate indigenous views of the past in Quebec’s history curriculum and into teaching practices. To do so, various documents were used: briefs, documents for comment, reports and education programs. A special attention was paid to the briefs produced by indigenous communities during the major educational reforms. In those briefs, indigenous communities put forward their visions of the past and discuss how they should be included in history taught to students. More specifically, we refer to the Parent report (1964), but also to the two last reports that dealt with history teaching, the Lacoursière report (1996) and the Beauchemin-Fahmy-Eid report (2014)Various theories developped by educational researchers (for example the historical thinking of Peter Seixas or Barton’s agentivity) will help us understand how history can be taught in a way that promotes in students a social and historical consciousness that recognizesthe contributions of First Nations in the past and present society.In fact, history teaching often uses cultural and historiographical frameworks from previous generations. At the secondary level, a considerable amount of learning situations present indigenous people as passive characters of Quebec and Canada historical narrative.(Bories-Sawala, Thibault, 2020).By analysing briefs published by indigenous associations, our study will allow us to characterize how First Nations envision their past and how they think it should be taught in today’s schools.
Robert-Careau, Flavie. "La socialisation scolaire des jeunes autochtones au Québec : l'exemple du cégep de Joliette." Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/33745.
Full textOuellette, Robert-Falcon. "Evaluating Aboriginal Curricula using a Cree-Métis perspective with a regard towards Indigenous knowledge." Doctoral thesis, Université Laval, 2011. http://hdl.handle.net/20.500.11794/22939.
Full textLe, Bouler Pavelic Santos Nathalie. "Aprender e ensinar com os Outros : a educação como meio de abertura e de defesa na aldeia Tupinambáde Serra do Padeiro (Bahia, Brasil)." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0091.
Full textThe subject of this doctoral thesis is the process, and its subsequent consolidation as a project, of indigenous school education in the Tupinambá community of Serra do Padeiro (Terra Indígena Tupinambá de Olivença, Bahia-Brazil). The different phases and transitions of the Tupinambá trajectory of struggle are examined by the implementation of a differentiated educational system, which has required constant reorganization from the loss of the indigenous territory and the desire to provide a formal education to the new generations as a means of reversion, positive, of the contemporary situation. The thesis also seeks to highlight the violation of legal frameworks regarding indigenous peoples as an extremely important dimension for the understanding of this educational project. In this context, interethnic relations have a direct effect on the process in question. It emphasizes the particularity represented by the formal education project of the Serra do Padeiro community, as it is guided by the encantados - main entities of their worldview - who act as "educational agents" and, complementarily, by welcoming the Other, in this case, non-indigenous students. In addition to the Tupinambá discourses about the advantages of the Colégio Estadual Indígena Tupinambá de Serra do Padeiro (CEITSP) for the region, it is described, how day-to-day teaching is developed and understood as "doubly differentiated" - being indigenous and welcoming non-indigenous- and how the "traditional" and the “western” knowledge are chosen and systematized in this context. Finally, the thesis aims to show that the community of Serra do Padeiro transmits its teachings in the course of the struggle for their rights, configuring an educational model that could be expanded beyond its own borders, through adaptation to other contexts under new parameters of interethnic relations
Gravelle, Jacqueline. "Étude comparative de l'éducation traditionnelle autochtone et de l'éducation holistique." Master's thesis, Université Laval, 1988. http://hdl.handle.net/20.500.11794/29347.
Full textWallace, Isabelle. "L’intégration de la compétence culturelle autochtone en sciences infirmières : l’expérience des professeurs." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38265.
Full textCheklab, Myriam. "Basculer vers des pédagogies décoloniales : regards, chemins et horizons croisés entre des communautés nasa en Colombie et des descendant.es de colonisé.es en France." Electronic Thesis or Diss., Paris 8, 2021. http://www.theses.fr/2021PA080134.
Full textThe starting point of this research seeks to decolonize educational, pedagogical and research highlighting alternative epistemologies and modes of existence, based on experiences from the South. Decolonizing is understood as an epistemological shift that unties hegemonic colonial patterns of Western modernity. Patterns that inhabit our ways to the world and thus are present within all educational spaces. …/…The research focuses on decolonial pedagogical practices of Abya Yala. These are understood within the plurality of pedagogical expressions that arise from struggles against colonialism and globalized capitalism. They appear to be an exploratory path in order to overcome numerous limitations often set within the frames of forms of critical pedagogy such as French popular education, which is rooted in the legacy of eurocentrism. …/…The purpose of the research to connect experiences of land recuperation and Nasa community education in the Cauca region in Colombia, with voices of educators and activists of colonized descent in France. …/…The first part of the manuscript aims to develop a critical reading of academic coloniality within research practices and calls for decolonial forms of research. The second part develops a re-reading of the history of the colonized and their struggles, intertwined with the history of French popular education, revealing the whiteness of the latter and the silencing processes to which the former are subjugated. The third and last part, mainly based on practical experiences, highlights shifting points in the thinking of education and pedagogy from a décolonial perspective
Chantreau, Katell. "Transmettre une langue minoritaire autochtone à ses enfants : le cas du breton." Thesis, Rennes 2, 2022. http://www.theses.fr/2022REN20018.
Full textStarting from the parents’ point of view, this thesis in educational sciences studies the family transmission of Breton, in a context of linguistic revitalization that follows the almost total rupture of the intergenerational transmission in the 1950s. A field survey of Breton-speaking parents aged between 23 and 48 in 2018 forms the basis of this research and has made it possible to collect a large amount of quantitative and qualitative data from 50 semi-structured interviews and two questionnaires (450 respondents for one and 306 for the other). It highlights the diversity of family strategies for transmitting the Breton language, in terms of parent-child communication and the environment, ranging from strong, very proactive transmission practices to weak or non-existent transmission practices. It also highlights their dynamic nature, often in the sense of a weakening of transmission as the child grows up. The analysis of parents’ linguistic choices reveals the influence of many factors relating to the environment (family, school, work), the context of the interaction (spouse, child, presence of a third party) and the parent speaker himself or herself (language socialisation, gender, feeling of competence), which combine to form a unique configuration that may or may not allow for language transmission. The transmitting parents report on the educational, personal, family, cultural and political issues involved. The thesis concludes with a series of recommendations for a potential future language policy in favour of the family transmission of Breton
Books on the topic "Autochtones – éducation"
Canada. Parlement. Chambre des Communes. Comité permanent des affaires autochtones. "Ma langue à moi": Alphabétisation, les Autochtones font le point : qquatrième rapport du Comité permanent des affaires autochtones. Ottawa, Ont: Imprimeur de la reine pour le Canada, 1990.
Find full textBelleau, Marie-Josée. Jeunes et Autochtones: Les défis de l'oppression dans une formation à l'intervention. Québec: Collectif québécois d'édition populaire, 1994.
Find full textForum des ministres responsables du développement du Nord. (2007 Whitehorse, Yukon). Éducation, formation et emploi: Rapport des projets prioritaires 2006, [Whitehorse, Yukon, les 7, 8 et 9 février 2007]. [Québec: s.n.], 2007.
Find full text(Canada), Programme d'aide préscolaire aux Autochtones dans les réserves. Programme d'aide préscolaire aux Premières nations: Manuel de référence des normes nationales. Ottawa, Ont: Santé Canada, 2002.
Find full textStout, Madeleine Dion. Projet de recherche sur le paiement forfaitaire compensatoire: Le cercle se referme. Ottawa, Ont: Fondation autochtone de guérison, 2007.
Find full textOntario. Le curriculum de l'Ontario 9e et 10e année: Langues autochtones. Toronto, Ont: Imprimeur de la Reine, 1999.
Find full textCanada. Parliament. House of Commons. Standing Committee on Human Resources Development and the Status of Persons with Disabilities. Building on success : report of the Standing Committee on Human Resources Development and the Status of Persons with Disabilities =: Miser sur le succès : rapport du Comité permanent du développement des ressources humaines et de la condition des personnes handicapées. Ottawa, Ont: Standing Committee on Human Resources Development and the Status of Persons with Disabilities = Comité permanent du développement des ressources humaines et de la condition des personnes handicapées, 2002.
Find full textServices, Dowrich Management. Police and youth, "looking to the future" : executive summary of the final report of pilot project police/youth mentoring program =: La police et les jeunes "un regard vers l'avenir" : sommaire du rapport final du projet pilote du Programme d'encadrement des jeunes par la police. Ottawa, Ont: Solicitor General Canada = Solliciteur général Canada, 1994.
Find full textSteve, Dowrich, Dowrich Management Services, Canada Solicitor General Canada, and Ontario. Ministry of the Solicitor General and Correctional Services., eds. "Looking to the future": Final report of the Pilot Project Police/Youth Mentoring Program. [Ottawa]: Solicitor General Canada, 1993.
Find full textCanada. Employment and Immigration Canada (Dept.). Public Affairs Branch. Pathways to success : aboriginal employment and training strategy : a background paper =: Les chemins de la réussite : stratégie de l'emploi et de la formation des autochtones : document de fond. Ottawa, Ont: Minister of Supply and Services Canada = Ministre des approvisionnements et services Canada, 1991.
Find full textBook chapters on the topic "Autochtones – éducation"
LEMAIRE, Eva. "Former à la réconciliation avec les peuples autochtones dans le cadre de la formation initiale des enseignants." In "L'interculturel" dans l’enseignement supérieur, 253–70. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5008.
Full textMarín, José. "Une éducation appropriée aux peuples autochtones d'Amérique latine." In Pourquoi des approches interculturelles en sciences de l'éducation, 261. De Boeck Supérieur, 2002. http://dx.doi.org/10.3917/dbu.dasen.2002.01.0261.
Full text"Peuples autochtones et éducation dans les provinces et territoires canadiens participants." In La réussite scolaire des élèves autochtones, 39–52. OECD, 2018. http://dx.doi.org/10.1787/9789264291676-5-fr.
Full text"Approche, objectifs et méthodologie de l'étude sur les élèves autochtones et leur éducation." In La réussite scolaire des élèves autochtones, 25–37. OECD, 2018. http://dx.doi.org/10.1787/9789264291676-4-fr.
Full textDeschênes, Émilie, and Guy Pelletier. "Chapitre 1. Diriger une école en milieux autochtones au Québec : défis de pilotage, défis d’accompagnement, défis de formation." In Perspectives en éducation et formation, 33–49. De Boeck Supérieur, 2021. http://dx.doi.org/10.3917/dbu.progi.2021.01.0033.
Full text"Vue d'ensemble : Améliorer l'expérience éducative des élèves autochtones." In La réussite scolaire des élèves autochtones, 17–24. OECD, 2018. http://dx.doi.org/10.1787/9789264291676-3-fr.
Full textPrévil, Carlo, and Katerin Arias Ortega. "La persistance d’une crise éducative autochtone au Québec (Canada) et dans l’Araucanie (Chili):." In décolonisation de la scolarisation des jeunes Inuit et des Premières Nations, 15–44. Presses de l'Université du Québec, 2020. http://dx.doi.org/10.2307/j.ctv18b5cs6.7.
Full textPrévil, uan, and Katerin Arias Ortega. "La persistance d’une crise éducative autochtone au Québec (Canada) et dans l’Araucanie (Chili)." In La décolonisation de la scolarisation des jeunes Inuit et des Premières Nations, 15–44. Presses de l'Université du Québec, 2020. http://dx.doi.org/10.1515/9782760552869-005.
Full textConference papers on the topic "Autochtones – éducation"
Da Silveira, Yvonne, Elisabeth Jacob, Glorya Pellerin, and Véronique Paul. "Relation de confiance, un ancrage incontournable en contexte de recherche autochtone : témoignages de recrutement de participants atikamekws, inuit, anicinapek et innus en éducation." In Recrutement et consentement à la recherche : réalités et défis éthiques. Éditions de l'Université de Sherbrooke, 2018. http://dx.doi.org/10.17118/11143/14113.
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