Archaeology Education in Ontario: A Relational Inquiry of Indigenous Museums and Artifacts
| dc.contributor.advisor | Farley, Lisa H. E. | |
| dc.contributor.author | Martinello, Christopher Stefan | |
| dc.date.accessioned | 2023-03-28T21:16:29Z | |
| dc.date.available | 2023-03-28T21:16:29Z | |
| dc.date.copyright | 2022-11-18 | |
| dc.date.issued | 2023-03-28 | |
| dc.date.updated | 2023-03-28T21:16:28Z | |
| dc.degree.discipline | Education | |
| dc.degree.level | Doctoral | |
| dc.degree.name | PhD - Doctor of Philosophy | |
| dc.description.abstract | Many sectors of society, such as justice, health care, and education, are moving towards a relationship of Reconciliation with Indigenous Peoples. Ontario’s secondary school History curriculum, however, especially that which concerns the deep history of Turtle Island, is still almost exclusively based on the findings of Western scientific archaeology and methods of artifact interpretation generated by colonially-trained archaeologists. Writers of this curriculum have traditionally not included Indigenous worldviews, ways of knowing, and relationships with artifacts in course content, even as professional archaeologists, historians, and curators are moving to more collaborative research frameworks with Indigenous communities. This research project investigates what Indigenous archaeologies entail, and how Indigenous approaches to understanding archaeological artifacts in museum contexts (re)centre, (re)member, (re)cognize, and (re)present Indigenous ways of knowing to decolonize my teaching of the history curriculum. Since I am not an Indigenous person, the research method and paradigm of my research is a Western qualitative approach based on critical and decolonizing methodologies that is affected by and respectful of Indigenous methodologies. Specifically, I conduct fieldwork in a selection of museums organized by Indigenous archaeologists/educators to learn how Indigenous experts are using artifacts to narrate history. One goal of the fieldwork is to identify themes, concepts, and approaches that Indigenous educators have selected to represent Indigenous histories to diverse public audiences. My dissertation applies that learning to consider what it means to change how I teach the history curriculum that spans the time before colonization. Drawing on concepts of multivocality, storytelling, fencing, and Métissage, the study interprets museum galleries as research data and recommends new directions in teaching the history curriculum of the time before colonization that align with the mandate of the Truth and Reconciliation Commission and its Calls to Action. | |
| dc.identifier.uri | http://hdl.handle.net/10315/40986 | |
| dc.language | en | |
| dc.rights | Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests. | |
| dc.subject | Education | |
| dc.subject | Archaeology | |
| dc.subject | History | |
| dc.subject.keywords | Decolonizing education | |
| dc.subject.keywords | Indigenous archaeology | |
| dc.subject.keywords | History curriculum | |
| dc.title | Archaeology Education in Ontario: A Relational Inquiry of Indigenous Museums and Artifacts | |
| dc.type | Electronic Thesis or Dissertation |
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