ABSTRACT

Indigenous studies complicates and advances existing notions of citizenship education, in particular, by making visible ongoing legacies of colonialism and foregrounding Indigenous sovereignty. In this article, the author examines how the erasure of Indigenous citizenship, nationhood, and sovereignty permeates multicultural citizenship education. Theories of ignorance are then used to discuss various interests that underlie these erasures. By focusing on Indigenous studies scholarship that complicates structural inclusion as the goal of citizenship education, this article advocates for citizenship education that explicitly counters colonialism and supports Indigenous sovereignty. To support this aim, the author outlines an anticolonial approach to civic education—place, presence, political nationhood, perspectives, power, and partnerships—to challenge and complement existing citizenship education literature and practice.

摘要

土著研究使现有的公民权教育概念变得复杂并有所发展，特别是通过使可见的正在进行的殖民主义遗产和前景突出的土著主权成为现实。在本文中，作者研究了对土著公民身份，民族和主权的消除如何渗透到多元文化公民教育中。无知的理论然后被用来讨论构成这些消除基础的各种利益。通过关注使结构性包容性复杂化的土著研究奖学金，作为公民教育的目标，本文提倡进行公民教育，以明确地对抗殖民主义并支持土著主权。为了支持这一目标，作者概述了公民教育的反殖民方法，包括地点，存在，政治国籍，观点，权力，