Transforming Kanak Knowledge to Teach Students and Train Teachers in New Caledonia

Résumé En

The reconfiguration of New Caledonian schools and curricula seems to be essential in times of complex political and environmental changes. It should rehabilitate the memory of the Indigenous Kanak cultures and genealogical itineraries. Six fundamental elements of Kanak culture (élémentsfondamentaux de la culture Kanak, or EFCK) are therefore currently integrated into school curricula following their official introduction in 2016 in the New CaledonianEducation Project (PENC). Their implementation in schooling contributes to innovative teaching and teacher training techniques and will progressively lead to socioschoolrebalancing. The transfer of Indigenous Kanak knowledge into so-called academic contexts can contribute to a greater balance between humans and their environment.Based on qualitative methods in human and social sciences, I will demonstrate the possibilities for teaching Indigenous knowledge and life skills. Examples for thetransposition of Kanak knowledge and cultural practices include the Aengeni hnameneng ceremony on Maré island and a yam calendar produced by teacher candidates in their second year of training. I conclude that schools and universities should encourage teachers, teacher candidates, educators, and students to critically reflect the didacticresources of Kanak and Oceanic cultures.