ABSTRACT

This article offers a sampling and critique of the history of education in North America, including Canada, the United States and Mexico. Being Black and Indigenous academics, respectively, the authors’ scholarship centres on community relationships, considering activism around #BlackLivesMatter and Indigenous Peoples, especially with the news of thousands of unmarked graves at former Indian Residential Schools in Canada. Amidst increasing global calls for decolonisation, social justice and accountability, we ask: how should one consider the history of education in North America amidst social unrest, climate change, the SARS-CoV-2 pandemic, ongoing colonialisms, gender inequities, police violence against Black bodies and unmarked graves of Indigenous children? This paper traces histories of Indian Residential Schools, explores schooling structures and emerging settler states, and examines the growing focus on local histories to offer new directions in the history of education that challenge antiquated national narratives.

摘要

本文对北美（包括加拿大、美国和墨西哥）的教育史进行了抽样和批评。作为黑人和原住民学者，作者的学术重点是社区关系，考虑围绕#BlackLivesMatter和原住民的激进主义，特别是加拿大前印第安寄宿学校有数千个无标记坟墓的消息。在全球对非殖民化、社会正义和问责制的呼声日益高涨的背景下，我们要问：在社会动荡、气候变化、SARS-CoV-2大流行、持续的殖民主义、性别不平等、警察暴力侵害儿童的情况下，人们应该如何看待北美的教育史？原住民儿童的黑人尸体和无标记坟墓？本文追溯了印度寄宿学校的历史，