Digital Technology Innovations in Education in Remote First Nations

Brian Beaton, Penny Carpenter

Abstract


Using a critical settler colonialism lens, we explore how digital technologies are being used for new education opportunities and First Nation control of these processes in remote First Nations. Decolonization is about traditional lands and creating the conditions necessary so Indigenous people can live sustainably in their territories (Simpson, 2014; Tuck & Yang, 2012). Remote First Nations across Canada face considerable challenges related to accessing quality adult education programs in their communities. Our study, conducted in partnership with the Keewaytinook Okimakanak Research Institute, explores how community members living in remote First Nations in Northwestern Ontario are using digital technologies for informal and formal learning experiences. We conducted an online survey in early 2014, including open-ended questions to ensure the community members’ voices were heard. The critical analysis relates the findings to the ongoing project of decolonization, and in particular, how new educational opportunities supported by digital technology enable community members to remain in their communities if they choose to, close to their traditional lands

Keywords


Critical studies; education; settler colonialism; decolonization; information and communication technologies; remote First Nations

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