東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Exposing the Colonial Mind: Epistemo...

Schaefli, Laura.

Linked to FindBook

Google Book

Amazon

博客來

Exposing the Colonial Mind: Epistemologies of Ignorance and Education in Ontario, Canada.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exposing the Colonial Mind: Epistemologies of Ignorance and Education in Ontario, Canada./
Author:	Schaefli, Laura.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	216 p.
Notes:	Source: Masters Abstracts International, Volume: 79-12.
Contained By:	Masters Abstracts International79-12.
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10857303

Exposing the Colonial Mind: Epistemologies of Ignorance and Education in Ontario, Canada.
Schaefli, Laura.

Exposing the Colonial Mind: Epistemologies of Ignorance and Education in Ontario, Canada. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 216 p.

Source: Masters Abstracts International, Volume: 79-12.

Thesis (Ph.D.)--Queen's University (Canada), 2018.

This item must not be sold to any third party vendors.

This dissertation weaves Indigenous and decolonial scholarship together with recent work on ignorance to consider the constraints and possibilities of decolonizing education in the current Canadian context of reconciliation. While the study of knowledge and its nature has been the focus of Western thought since ancient times, it is only recently that scholars have begun to grapple with ignorance as a social and political phenomenon in its own right. Ignorance, as these scholars use the term, is not a neutral or incidental absence of knowledge, waiting to be filled. Rather, it is epistemological, a powerful organizing logic that emerges from and works to sustain strategic methods of not knowing that, consciously or not, function to perpetuate the status quo, privilege, and domination. Ignorance in this sense is deeply tied to settler colonialism. To survive as a political and economic system, settler colonialism requires normalization of the ways of thinking that legitimate denigration and subjugation of Indigenous nationhoods. This dissertation elucidates the role of formal education in Ontario, Canada's most populous province, in encouraging the formation of political subjects with deep, and often unacknowledged, investments in the maintenance of settler colonial relations of power. My colleagues and I worked with over 200 Indigenous educators to develop a research tool that seeks to assess how Ontario high school graduates are learning to think about colonialism and its relationship to First Nations, Metis and Inuit people(s) and Canadian society. This co-designed questionnaire was then disseminated to the first-year cohorts at 10 Ontario universities (over 42,000 students). Results from this study, together with findings from analysis of the most recent generation of Ontario K-12 curricula and textbooks, demonstrate the endurance of colonial modes of thought and their role in undermining the epistemological and affective orientations necessary for the development of decolonizing relations. I argue the importance of epistemic responsibility to enacting the decolonizing promise of new educational emphases. Moving racism and colonial violence to a different place in Canadian public consciousness requires disrupting the economies of value and attention that work to perpetuate colonial ignorance and legitimate ongoing Indigenous dispossession.Subjects--Topical Terms:

519608
Educational sociology.

Exposing the Colonial Mind: Epistemologies of Ignorance and Education in Ontario, Canada.
LDR:03475nmm a2200349 4500 001 2206620
005 20190827113627.5
008 201008s2018 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI10857303
035 $a (MiAaPQ)QueensUCan197424214
035 $a AAI10857303
040 $a MiAaPQ $c MiAaPQ
100 1 $a Schaefli, Laura. $3 3433538
245 1 0 $a Exposing the Colonial Mind: Epistemologies of Ignorance and Education in Ontario, Canada.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 216 p.
500 $a Source: Masters Abstracts International, Volume: 79-12.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Godlewska, Anne.
502 $a Thesis (Ph.D.)--Queen's University (Canada), 2018.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation weaves Indigenous and decolonial scholarship together with recent work on ignorance to consider the constraints and possibilities of decolonizing education in the current Canadian context of reconciliation. While the study of knowledge and its nature has been the focus of Western thought since ancient times, it is only recently that scholars have begun to grapple with ignorance as a social and political phenomenon in its own right. Ignorance, as these scholars use the term, is not a neutral or incidental absence of knowledge, waiting to be filled. Rather, it is epistemological, a powerful organizing logic that emerges from and works to sustain strategic methods of not knowing that, consciously or not, function to perpetuate the status quo, privilege, and domination. Ignorance in this sense is deeply tied to settler colonialism. To survive as a political and economic system, settler colonialism requires normalization of the ways of thinking that legitimate denigration and subjugation of Indigenous nationhoods. This dissertation elucidates the role of formal education in Ontario, Canada's most populous province, in encouraging the formation of political subjects with deep, and often unacknowledged, investments in the maintenance of settler colonial relations of power. My colleagues and I worked with over 200 Indigenous educators to develop a research tool that seeks to assess how Ontario high school graduates are learning to think about colonialism and its relationship to First Nations, Metis and Inuit people(s) and Canadian society. This co-designed questionnaire was then disseminated to the first-year cohorts at 10 Ontario universities (over 42,000 students). Results from this study, together with findings from analysis of the most recent generation of Ontario K-12 curricula and textbooks, demonstrate the endurance of colonial modes of thought and their role in undermining the epistemological and affective orientations necessary for the development of decolonizing relations. I argue the importance of epistemic responsibility to enacting the decolonizing promise of new educational emphases. Moving racism and colonial violence to a different place in Canadian public consciousness requires disrupting the economies of value and attention that work to perpetuate colonial ignorance and legitimate ongoing Indigenous dispossession.
590 $a School code: 0283.
650 4 $a Educational sociology. $3 519608
650 4 $a Social studies education. $3 3422293
650 4 $a Curriculum development. $3 684418
650 4 $a Native American studies. $3 2122730
650 4 $a Education philosophy. $3 3422391
690 $a 0340
690 $a 0534
690 $a 0727
690 $a 0740
690 $a 0998
710 2 $a Queen's University (Canada). $3 1017786
773 0 $t Masters Abstracts International $g 79-12.
790 $a 0283
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10857303