https://padlet.com/acatrileo/k3tevvyjkdjuk8st Discussion facilitated by Antonio Catrileo en-us 2022-10-30 23:05:45 UTC 2022-10-31 21:17:07 UTC hello@padlet.com acatrileo https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362399778
“If we accept colonial permanence, then our rebellion can only take place within settler colonial thought and reality; we become too willing to sacrifice the context that creates and produces cultural workers like Kwezens. What if Kwezens had accepted the permanence of settler colonialism as an unmovable reality? What if Kwezens had no access to the sugar bush because of land dispossession, environmental contamination or global climate change?” (Simpson, 8).

]]> 2022-10-30 23:07:08 UTC https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362399778 acatrileo https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362399946 “...this story is a critical intervention into current thinking around Indigenous education, because Indigenous education is not Indigenous or education from within our intellectual traditions unless it comes through the land…” (Simpson, 9).

]]> 2022-10-30 23:07:32 UTC https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362399946 acatrileo https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362400118 “Kwezens learned a tremendous amount over a two-day period…She learned to trust herself, her family and her community. She learned the sheer joy of discovery. She learned to interact with the spirit of the maple. She learned both from the land and with the land. She learned what it felt like to be recognized, seen and appreciated by her community. She comes to know maple sugar with the support of her family and Elders. She comes to know maple sugar in the context of love” (Simpson, 7); “To create a nation of Kwezens – to survive as Nishnaabeg – we shouldn’t be just striving for land-based pedagogies. The land must once again become the pedagogy” (Simpson, 14).

]]> 2022-10-30 23:07:56 UTC https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362400118 acatrileo https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362400414 “We simply cannot bring about the resurgence of our nations if we have no one that can think within the emergent networks of Nishnaabeg intelligence. We cannot bring about the kind of radical transformation we seek if we are solely reliant upon state sanctioned and state run education systems. We cannot carry out the kind of decolonization our ancestors set in motion if we don’t create a generation of land based, community based intellectuals and cultural producers who are accountable to our nations and whose life work is concerned with the regeneration of these systems” (Simpson, 13); “The beauty of culturally inherent resurgence is that it challenges settler colonial dissections of our territories and our bodies into reserve/city or rural/urban dichotomies” (Simpson, 23).

]]> 2022-10-30 23:08:22 UTC https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362400414 acatrileo https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362400779 “This colonial refusal should be met with Indigenous refusal- refusal to struggle simply for better or more inclusion and recognition within the academic industrial complex” (Simpson, 22).

]]> 2022-10-30 23:09:18 UTC https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362400779 acatrileo https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362400936 “Coming to know also requires complex, committed, consensual engagement…The word consensual here is key because if children learn to normalize dominance and non-consent within the context of education, then non-consent becomes a  normalized part of the ‘tool kit’ of those who have and wield power” (Simpson, 15).

]]> 2022-10-30 23:09:39 UTC https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362400936 acatrileo https://padlet.com/acatrileo/k3tevvyjkdjuk8st/wish/2362401857 “is generated and regenerated continually through embodied practice and within each family, community and generation of people” (Simpson, 7); “‘Theory’ isn’t just an intellectual pursuit- it is woven within kinetics, spiritual presence and emotion, it is contextual and relational. It is intimate and personal, with individuals themselves holding the responsibilities for finding and generating meaning within their own lives” (Simpson, 7); “Most importantly, “theory” isn’t just for academics; it’s for everyone” (Simpson, 7).

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