Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571269
Title: Considering cultural collision : education and the Innu of Labrador
Author: Brooks, Katya
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2012
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Abstract:
In the 1950s and 1960s, the government of the Canadian province of Newfoundland and Labrador in collaboration with Roman Catholic missionaries coerced the Innu, until this time migratory hunter-gatherers in the Labrador-Quebec peninsula, to adopt a sedentary village existence. The transition was difficult and traumatic. One of the principal means used to induce the Innu to accept these drastic changes to their way of life was schooling based on an imposed formal, European model of education and a policy of assimilation. The implicit attack on their connection to their land and related practices combined with diminution of their native language, suppression of religious beliefs and confiscation of land for development have led to a number of devastating social and psychological problems for the Innu and the process of Innu knowledge transmission and learning has been profoundly affected. On 1st July 2009 the federal government and Labrador School Board granted the Innu Nation devolved control of existing educational programmes; an achievement the Innu had been working towards for over thirty years. The main objectives of the research are to interpret the meaning of this transfer of education to Innu and and to present a narrative of the relationship (or rather 'cultural collision') between the Innu community of Sheshatshiu, Labrador and the colonial Canadian state, society and forms of knowledge on the path to devolution. It was of particular interest to ascertain how much value is placed on transmission of non-Innu and Innu knowledge, whether what is learned inside or outside school is enough to succeed in either society and to understand aspirations for the future of Innu education. The nature of the research requires a detailed and rich understanding of the personal histories of a diverse group of Innu and non-Innu respondents and how this manifests itself in their attitudes towards education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.571269  DOI: Not available
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