• Reading age: 16

What is understood as the humanities celebrates the educational and humane disciplines of philosophy, history, theology, languages and literatures. Undeniably Eurocentric, the humanities overshadow disciplinary knowledge, ignoring core capacities of all societies and cultures—a kind of cognitive imperialism that is its own authority to define its cognitive traits and preferences as normal and desirable; all other ways of thinking, learning and understanding the world are viewed as deficit. It’s the cognitive equivalent of racism.

In ways that affect everyone, many generations of indigenous peoples have endured the Eurocentric education forced on them, not just in residential schools, but also in provincial public and federal schools and in postsecondary institutions. Eurocentric approaches have cost indigenous peoples plenty: erosion and even loss of many of the indigenous languages; loss of spiritual identities and traditions linked to their ways of knowing; disconnections from Elders, lands, livelihood; and spiritual communicative connections to the land and much more.

Visioning a M’kmaw Humanities urges an agenda of restoration within a multi-disciplinary context for human dignity and the collective dignity of Mi’kmaw peoples. It is about generating a vision of society and education where knowledge systems and languages are reinforced, not diluted, where they can respectfully gather together without resembling each other, and where peoples can participate in the cultural life of a society, education and their community. It aspires to bring new perspectives to our living in relation with each other and with our place, giving new sensibilities to how Mi’kmaq and other indigenous peoples have come to know and appreciate these relationships and the deep spiritual treasure they have in them.

Dr. Marie Battiste is a Mi’kmaw educator and professor in the Indian and Northern Education Program at the University of Saskatchewan. Her historical research of Mi’kmaw literacy and education as a graduate student at Harvard University and later at Stanford University, where she received her doctorate degree in curriculum and teacher education, provided the foundation for her later writings in cognitive imperialism, linguistic and cultural integrity, and the decolonization of Aboriginal education. A recipient of two honorary degrees—from St. Mary’s University, Halifax, and from the University of Maine at Farmington—she has worked actively with First Nations schools as an administrator, teacher, consultant, and curriculum developer, advancing Aboriginal epistemology, languages, pedagogy, and research. Her research interests are in initiating institutional changes to decolonize education, language, and social justice policy and power, and in devising educational approaches that recognize and affirm the political and cultural diversity of Canada. She is senior editor of First Nations Education in Canada: The Circle Unfolds, a 1995 publication from the University of British Columbia Press, and editor of Reclaiming Indigenous Voice and Vision, published by the University of British Columbia Press in 2000. She is a board member of the International Research Institute (IRI) for Maori and Indigenous Education in New Zealand and a member of the Board of Governors for the International Development Research Centre (IDRC) in Canada. (Update 2010: In 2008, Dr. Battiste received a National Aboriginal Achievement Award, National Aboriginal Achievement Foundation. She is currently Academic Director, Aboriginal Education Research Centre (AERC), College of Education, University of Saskatchewan.)

Marie Battiste's profile page