Sociological perspectives on Aboriginal education in Quebec: from object to subject
Faithful to the initial epistemological break between sociology and anthropology, it is traditionally the latter that has studied Aboriginal people, while Aboriginal education is still primarily approached from an interdisciplinary perspective. It therefore becomes more difficult to specifically distinguish the contribution of sociology. We first offer an overview of the scientific production of Aboriginal education in Quebec from the 1960s to the 1990s, and then continue with that of the years 2000 and 2010, where we see more publications in sociology. We will pursue with a reflection on the themes studied in Aboriginal education and the contribution of sociology in Aboriginal studies, in a context where two paradigms stand out (Martin, 2009) : the approach of the transition from tradition to modernity and the (post)colonial approach. We will conclude with a reflection on the overcoming of the deficit perspective in Aboriginal education and the changes brought about by collaborative.