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Reclaiming the traditional role of Two-Spirited people in post-secondary and community education

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dc.contributor.author Plaut, Shayna
dc.contributor.author Kirk, David
dc.date.accessioned 2012-09-28T17:30:24Z
dc.date.available 2012-09-28T17:30:24Z
dc.date.issued 2012-09
dc.identifier.uri http://hdl.handle.net/2429/43292
dc.description.abstract Two-Spirited people, people who identify as mixed/ambiguous/plural gender, traditionally had a special, if not revered role in the social and cultural fabric of over 100 Indigenous nations in North America. The current prevalence of homophobia, including violent rejection and isolation from family and community found within Indigenous communities today, is a relatively new phenomenon. We argue this is a symptom of colonization and goes against traditional cultural norms of respect, if not cultivation, of difference in order to achieve balance. This notion of balance – a respect of difference -- is a fundamental part of Indigenous teachings and learning. This paper, builds upon academic, traditional and personal knowledge, to explore how such a drastic transformation took place across the continent in less than a century and how Indigenous communities can reclaim the traditional knowledge espoused by Two-Spirited people. Our goal, as community and post-secondary educators, is to provide a means of using traditional culture to help change imposed colonial cultural repression and shame. en_US
dc.language.iso eng en_US
dc.relation.ispartofseries University of British Columbia; CCFI 601B & EDST 565A en_US
dc.rights Attribution-NonCommercial 2.5 Canada *
dc.rights.uri http://creativecommons.org/licenses/by-nd/3.0/ *
dc.subject Indigenous en_US
dc.subject Two Spirit en_US
dc.title Reclaiming the traditional role of Two-Spirited people in post-secondary and community education en_US
dc.type text en_US
dc.type.text working paper en_US
dc.description.affiliation Education, Faculty of en_US
dc.description.reviewstatus Unreviewed en_US
dc.degree.campus UBCV en_US
dc.description.scholarlevel Graduate en_US
dc.date.gss 2012-09-28T17:30:24Z


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