Director of Ts'kel First Nations Studies, UBC
My work is in ethnohistory of education and explores
the politics of Indigenous knowledge primarily in the Coastal Salish
region. My research has foregrounded the ways that colonizing powers
have imposed ideologies and cosmologies on Aboriginal communities
and the remarkable resistance strategies of Native people. This
work also notes the ways that relationships to land and colliding
worldviews continue to be animated by both the mainstream denial
of culture and the culture of denial—in contrast to Indigenous
holisms. My writing examines the varieties of hegemonies that neutralize
a legitimate Indigenous voice and which are continuing to dismiss
the Indigenous polemical Other as an exoticized outside case scenario.
My assertion is that healing and relationship building can only
come of a rigourous decolonizing related to exposing the persistence
and pestilence of technocracy and historical amnesia within schools
Michael Marker, After the Makah Whalehunt: Indigenous
Knowledge and Limits to Multicultural Discourse, Urban Education (41)
5, September, 2006, 1-24.
Michael Marker, It Was Two Different Times of the Day,
But in the Same Place: Coast Salish High School Experience in the
1970s, BC Studies. 144, 2005, 89-111.
Michael Marker, The Four R’s Revisited: Some
Reflections on First Nations and Higher Education. In Student
Affairs: Experiencing Higher Education. Lesley Andres and Finola
Finlay, Eds. Vancouver: UBC Press, 2004.
Michael Marker, Theories and Disciplines as Sites of
Struggle: The Reproduction of Colonial Dominance Through the Controlling
of Knowledge in the Academy, Canadian Journal of Native Education.
28, 1-2 (2004), 102-110.
Michael Marker, Indigenous Voice, Community, and Epistemic
Violence: The Ethnographer’s “Interests” and
What “Interests” the Ethnographner. International
Journal of Qualitative Studies in Education. 16(3), 2003.