Editorial
We Own Ourselves: Métis-specific Education
DOI :
https://doi.org/10.53967/cje-rce.7523Résumé
Since the publication of the Truth and Reconciliation Commission’s summary report and 94 calls to action, educational bodies across Canada have taken seriously the call to advance reconciliation. Provincial curricula have been re-written to attempt to better include the stories of Indigenous peoples’ experiences with treaty, residential schools, and settler colonial systems and abuses more broadly. Teacher education programs have included or increased their focus on Indigenous content requirements for all teachers. Some post-secondary institutions have moved to require Indigenous content courses for all students. Within this broad move towards Indigenization, however, the experiences of Métis people are often lost.
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Références
Adese, J., & Andersen, C. (2021). A People and a Nation: New Directions in Contemporary Métis Studies (J. Adese & C. Andersen, Eds.; 1st ed.). University of British Columbia Press. https://doi.org/10.59962/9780774865081
Adese, J., Todd, Z., & Stevenson, S. (2017). Mediating Métis identity: An interview with Jennifer Adese and Zoe Todd. MediaTropes, 7(1), 1-25.
Boyer, Y. & Chartrand, L. (2022). Métis Rising: Living Our Present Through the Power of Our Past. UBC Press.
Delgado, L. & Forsythe, L. (2025). Disrupting power and privilege through centering Metis voices. In A. Eizadirad, P. P. Trifonas (eds.), Handbook of Anti-Discriminatory Education, Springer International Handbooks of Education (pp. 1-12). https://doi.org/10.1007/978-3-031-47411-8_72-1
Forsythe, L., & Markides, J. (2024). Around the Kitchen Table: Métis Aunties’ Scholarship (First edition.). University of Manitoba Press. https://doi.org/10.1515/9781772840742
Forsythe, L., & Markides, J. (2025). Métis coming together: sharing our stories and knowledges. Peter Lang Publishing Inc. https://doi.org/10.3726/b22355
Troupe, C. & MacKinnon, D. J. (2024). Métis Matriarchs: Agents of Transition (First edition.). University of Regina Press. https://doi.org/10.1515/9781779400130
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© Société canadienne pour l'étude de l'éducation 2025
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