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Indigenous Thought, Appropriation, and Non-Aboriginal People.

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Title: Indigenous Thought, Appropriation, and Non-Aboriginal People.
Authors: Haig-Brown, Celia1
Source: Canadian Journal of Education / Revue Canadienne de l'Éducation. 2010, Vol. 33 Issue 4, p925-950. 26p.
Subject Terms: *Generative grammar, Cultural appropriation, Deep structure (Linguistics), Indigenous peoples, Linguistics
Abstract (English): In this article, I explore the question, "What is the relationship between appropriation of Indigenous thought and what might be called 'deep learning' based in years of education in Indigenous contexts." Beginning with an examination of meanings ascribed to cultural appropriation, I bring texts from Gee on secondary discourses, Foucault on the production of discourse, and Wertsch on the deep structures underpinning discourse into conversation with critical fieldwork experiences extracted from years of research and teaching. Ultimately hopeful, I conclude the article with direction from Indigenous scholars on appropriate cultural protocol in the use of Indigenous knowledges by non-Aboriginal people in educational contexts. [ABSTRACT FROM AUTHOR]
Abstract (French): Dans cet article, l'auteure pose la question suivante : « Quelle est la relation entre l'appropriation de la pensée autochtone et ce qu'on pourrait appeler l'apprentissage en profondeur basé sur des années d'expérience en éducation dans des contextes autochtones? » Après avoir analysé les divers sens attribués à la notion d'appropriation culturelle, l'auteure présente des textes de Gee sur les discours secondaires, de Foucault sur la production du discours et de Wertsch sur les structures profondes du discours et fait le lien avec des expériences décisives sur le terrain tirées d'années de recherche et d'enseignement. Gardant au fond de l'espoir, l'auteure conclut l'article en présentant le protocole d'appropriation culturelle recommandé par des universitaires autochtones lors de l'utilisation de savoirs autochtones par des personnes nonautochtones dans des contextes pédagogiques. [ABSTRACT FROM AUTHOR]
Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Indigenous Thought, Appropriation, and Non-Aboriginal People.
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  Data: *<searchLink fieldCode="DE" term="%22Generative+grammar%22">Generative grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+appropriation%22">Cultural appropriation</searchLink><br /><searchLink fieldCode="DE" term="%22Deep+structure+%28Linguistics%29%22">Deep structure (Linguistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+peoples%22">Indigenous peoples</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink>
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  Label: Abstract (English)
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  Data: In this article, I explore the question, "What is the relationship between appropriation of Indigenous thought and what might be called 'deep learning' based in years of education in Indigenous contexts." Beginning with an examination of meanings ascribed to cultural appropriation, I bring texts from Gee on secondary discourses, Foucault on the production of discourse, and Wertsch on the deep structures underpinning discourse into conversation with critical fieldwork experiences extracted from years of research and teaching. Ultimately hopeful, I conclude the article with direction from Indigenous scholars on appropriate cultural protocol in the use of Indigenous knowledges by non-Aboriginal people in educational contexts. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Dans cet article, l'auteure pose la question suivante : « Quelle est la relation entre l'appropriation de la pensée autochtone et ce qu'on pourrait appeler l'apprentissage en profondeur basé sur des années d'expérience en éducation dans des contextes autochtones? » Après avoir analysé les divers sens attribués à la notion d'appropriation culturelle, l'auteure présente des textes de Gee sur les discours secondaires, de Foucault sur la production du discours et de Wertsch sur les structures profondes du discours et fait le lien avec des expériences décisives sur le terrain tirées d'années de recherche et d'enseignement. Gardant au fond de l'espoir, l'auteure conclut l'article en présentant le protocole d'appropriation culturelle recommandé par des universitaires autochtones lors de l'utilisation de savoirs autochtones par des personnes nonautochtones dans des contextes pédagogiques. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Cultural appropriation
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      – SubjectFull: Deep structure (Linguistics)
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