期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2014
卷号：23
期号：2
页码：116-119
DOI：10.26522/brocked.v23i2.398
出版社：Brock University
摘要：As an emerging Indigenous scholar completing a mainstream doctoral program, I was immediately drawn to the work of Marie Battiste. Her work inspires my commitment to approach my degree as a decolonizing journey that nourishes my own learning spirit. Battiste (1998) captures the paradox of mainstream education as it is experienced by Aboriginal students. As she pointed out while Aboriginal students are looking to liberate themselves and their communities through education, they are faced with a strenuous curriculum that does not “mirror” them. As a result, students experience a “fragmented existence” (p. 24). This has indeed been my experience. Her recent book, Decolonizing Education: Nourishing the Learning Spirit expresses the tensions Indigenous learners face in all levels of mainstream education. These are the very tensions I personally experienced throughout the entirety of my educational experience as I have attempted to secure my own space and sense of place as a student and now aspiring professor.
