Pub Date : 2019-07-01DOI: 10.1163/1877-5888_rpp_com_12001
P. Orlowski, Michael J. Cottrell
A strong case can be made that there is an educational debt to Indigenous peoples in Saskatchewan resulting from well over a century of colonization. According to Ladson-Billings, the education debt “comprises historical, economic, sociopolitical, and moral components” that illuminate the execution of systemic and institutional power (2006, p. 3). In a major study with First Nations and Metis students and parents involving 15 research sites across Saskatchewan, “participants spoke eloquently of the historical education debt and its continued malign implications for Aboriginal peoples” in the province (Pelletier, Cottrell, & Hardie, 2013, p. vii). For Saskatchewan’s Indigenous peoples, the importance of this education debt cannot be overstated. Although the high school graduation rates for Indigenous youth have shown slight improvement in recent years, in Saskatchewan there is still a massive gap: in 2017, the graduation rate for non-Indigenous students was 76.5 percent compared to 43.2 percent for their Indigenous peers (Government of Saskatchewan, 2017). Colonialism is the main reason for this discrepancy. Colonialism is legitimated by myths of superiority, inevitability, and racism, and is enforced by the colonizers’ socio-political institutions. Despite the prevailing myths of “social harmony and a tradition of cooperation” (Green, 2006, p. 19), Saskatchewan very much comprises a jurisdiction with a race problem rooted in a problematic colonial history. The colonial model of the past has been replaced by contemporary neo-colonialism. The social problems and low economic status of large segments of Indigenous peoples today are evidence of the legacy of the racist residential school policy. Indeed, postcolonial historiography locates in these institutions the roots of many contemporary educational challenges in Saskatchewan, especially the enduring disconnect between Indigenous peoples and state-sponsored formal educational institutions (Battiste, 2005). Moreover, despite record royalties from potash and other resources in recent years, child poverty for Indigenous families in Saskatchewan is a staggering 45percent, whereas the child poverty rate for non-Indigenous is 13 percent (Douglas & Gingrich, 2009). Hunter and Douglas claim that “Children who grow up in poverty are more likely to lack adequate food, clothing and basic health care, live in substandard housing and poorly resourced neighborhoods, become victims of crime and violence, be less successful in school, suffer ill health and have shortened life spans” (p. 1). This paper makes the case that an education debt exists in Saskatchewan. It outlines a detailed model for targeted funding for Indigenous learners. By addressing this debt through targeted funding, the achievement gap between Indigenous and non-Indigenous students should lessen over time. There is a moral imperative to do so.
{"title":"From Colonialism to Neocolonialism","authors":"P. Orlowski, Michael J. Cottrell","doi":"10.1163/1877-5888_rpp_com_12001","DOIUrl":"https://doi.org/10.1163/1877-5888_rpp_com_12001","url":null,"abstract":"A strong case can be made that there is an educational debt to Indigenous peoples in Saskatchewan resulting from well over a century of colonization. According to Ladson-Billings, the education debt “comprises historical, economic, sociopolitical, and moral components” that illuminate the execution of systemic and institutional power (2006, p. 3). In a major study with First Nations and Metis students and parents involving 15 research sites across Saskatchewan, “participants spoke eloquently of the historical education debt and its continued malign implications for Aboriginal peoples” in the province (Pelletier, Cottrell, & Hardie, 2013, p. vii). For Saskatchewan’s Indigenous peoples, the importance of this education debt cannot be overstated. \u0000 \u0000Although the high school graduation rates for Indigenous youth have shown slight improvement in recent years, in Saskatchewan there is still a massive gap: in 2017, the graduation rate for non-Indigenous students was 76.5 percent compared to 43.2 percent for their Indigenous peers (Government of Saskatchewan, 2017). Colonialism is the main reason for this discrepancy. Colonialism is legitimated by myths of superiority, inevitability, and racism, and is enforced by the colonizers’ socio-political institutions. Despite the prevailing myths of “social harmony and a tradition of cooperation” (Green, 2006, p. 19), Saskatchewan very much comprises a jurisdiction with a race problem rooted in a problematic colonial history. \u0000 \u0000The colonial model of the past has been replaced by contemporary neo-colonialism. The social problems and low economic status of large segments of Indigenous peoples today are evidence of the legacy of the racist residential school policy. Indeed, postcolonial historiography locates in these institutions the roots of many contemporary educational challenges in Saskatchewan, especially the enduring disconnect between Indigenous peoples and state-sponsored formal educational institutions (Battiste, 2005). Moreover, despite record royalties from potash and other resources in recent years, child poverty for Indigenous families in Saskatchewan is a staggering 45percent, whereas the child poverty rate for non-Indigenous is 13 percent (Douglas & Gingrich, 2009). Hunter and Douglas claim that “Children who grow up in poverty are more likely to lack adequate food, clothing and basic health care, live in substandard housing and poorly resourced neighborhoods, become victims of crime and violence, be less successful in school, suffer ill health and have shortened life spans” (p. 1). \u0000 \u0000This paper makes the case that an education debt exists in Saskatchewan. It outlines a detailed model for targeted funding for Indigenous learners. By addressing this debt through targeted funding, the achievement gap between Indigenous and non-Indigenous students should lessen over time. There is a moral imperative to do so.","PeriodicalId":41310,"journal":{"name":"New Proposals-Journal of Marxism and Interdisciplinary Inquiry","volume":"10 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49545881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter explores the significance of a territory-based food system to Gitxaala Nation, a First Nation located on the North coast of British Columbia. The fieldwork for this chapter was conducted at a time when multiple economic projects are being proposed/pursued in Laxyuup Gitxaala; the perceived ways in which such projects will alter the territory and Gitxaala’s relationship with it have created a sense of concern among Gitxaala people. Gitxaala food is used as the vehicle through which such concerns for the future of Gitxaala Nation are discussed. Ultimately, this chapter examines how Gitxaala food reflects and reveals how Gitxaala people understand themselves as a unique Nation and differentiate themselves from others. I argue that the Gitxaala food system and all of its related practices acts as a method of cultural security.
{"title":"Eating Gitxaała, being Gitxaała : food and cultural security","authors":"D. Gendron","doi":"10.14288/1.0300278","DOIUrl":"https://doi.org/10.14288/1.0300278","url":null,"abstract":"This chapter explores the significance of a territory-based food system to Gitxaala Nation, a First Nation located on the North coast of British Columbia. The fieldwork for this chapter was conducted at a time when multiple economic projects are being proposed/pursued in Laxyuup Gitxaala; the perceived ways in which such projects will alter the territory and Gitxaala’s relationship with it have created a sense of concern among Gitxaala people. Gitxaala food is used as the vehicle through which such concerns for the future of Gitxaala Nation are discussed. Ultimately, this chapter examines how Gitxaala food reflects and reveals how Gitxaala people understand themselves as a unique Nation and differentiate themselves from others. I argue that the Gitxaala food system and all of its related practices acts as a method of cultural security.","PeriodicalId":41310,"journal":{"name":"New Proposals-Journal of Marxism and Interdisciplinary Inquiry","volume":"8 1","pages":"91"},"PeriodicalIF":0.2,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66901050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-01-01DOI: 10.1007/978-94-007-1418-2_6
P. Orlowski
{"title":"Social Class: The Forgotten Identity Marker in Social Studies Education","authors":"P. Orlowski","doi":"10.1007/978-94-007-1418-2_6","DOIUrl":"https://doi.org/10.1007/978-94-007-1418-2_6","url":null,"abstract":"","PeriodicalId":41310,"journal":{"name":"New Proposals-Journal of Marxism and Interdisciplinary Inquiry","volume":"1 1","pages":"99-125"},"PeriodicalIF":0.2,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/978-94-007-1418-2_6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51478210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dancing between review and argument this paper lays out a foundation for a class-struggle anthropology -that is, an anthropological practice that can be linked to the ultimate goal of achieving a classless society. To this end we will review those anthropologists who have gone before us, pulling out those works of theirs that we see as critical in (re)building a class-struggle anthropology. As part of this process we discuss the relationship between what has stood as Marxist anthropology in North America, the idea of socialism, the political development of the world working class during nine decades since the October Revolution, and the challenges of intellectual continuity in the face of differing generational experiences of Marxist anthropologists. Ultimately we argue that a progressive anthropology necessarily involves political activism in our work, communities, and schools.
{"title":"Towards a Class Struggle Anthropology","authors":"C. Menzies, A. Marcus","doi":"10.2307/25606215","DOIUrl":"https://doi.org/10.2307/25606215","url":null,"abstract":"Dancing between review and argument this paper lays out a foundation for a class-struggle anthropology -that is, an anthropological practice that can be linked to the ultimate goal of achieving a classless society. To this end we will review those anthropologists who have gone before us, pulling out those works of theirs that we see as critical in (re)building a class-struggle anthropology. As part of this process we discuss the relationship between what has stood as Marxist anthropology in North America, the idea of socialism, the political development of the world working class during nine decades since the October Revolution, and the challenges of intellectual continuity in the face of differing generational experiences of Marxist anthropologists. Ultimately we argue that a progressive anthropology necessarily involves political activism in our work, communities, and schools.","PeriodicalId":41310,"journal":{"name":"New Proposals-Journal of Marxism and Interdisciplinary Inquiry","volume":"1 1","pages":"14-39"},"PeriodicalIF":0.2,"publicationDate":"2007-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/25606215","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68332713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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