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in the light of the most recent developments in the international protection of indigenous peoples, it is necessary to re-examine the issues at stake in order to determine how these developments have renewed both the indigenous issue and its understanding of international law, or even the general conception of the law. While the process of drafting the "Declaration of the Rights of Indigenous Peoples", adopted on 13 September 2007, allowed for the construction and recognition of an indigenous transnational identity, it also provided an opportunity to open up or regenerate international normative spaces. Beyond the Declaration, the protection of indigenous peoples calls for the construction of what some describe as normative interculturality. //I. the Declaration of the Rights of Indigenous Peoples and the recognition of an indigenous transnational identity A. From inter-tribal groupings to UN fora: the long path towards Declaration B. Defining an "indigenous people": a requirement or paradox? /II. The Declaration of the Rights of Indigenous Peoples and the Development of International Normative Spaces A. The opening of new normative spaces: declaration as a formal source of international law B. The regeneration of existing normative areas: declaration as a supplementary means of interpretation/III. International protection of indigenous peoples, an expression of normative interculturality? A. The search for normative interculturality: a detour by legal anthropology B. From breaking silos through the construction of common political territories at the risk of lock-in in foreign normative territories ; Tome LVI (2010) paru en 2011 ; in the light of the most recent developments in the international protection of indigenous peoples, it is necessary to re-examine the issues at stake in order to determine how these developments have renewed both the indigenous issue and its understanding of international law, or even the general conception of the law. While the process of drafting the "Declaration of the Rights of ...

Current Canadian scholarly literature, education policy, and curricular documents encourage the participation of Indigenous community members as a key component of Indigenous Education reform. Guided by sharing circles conducted with Indigenous Elders, families, teachers, and support workers, we present community voices and experiences of Indigenous Education in an urban school board through poetic transcription. Our research suggests that four key barriers will have to be overcome in efforts to improve urban Indigenous Education: unwelcoming schools, professionalization of classroom teaching, colonized classrooms, and unilateral decolonization. Poetic transcription is used in this article to centre the voices of Indigenous participants as well as attempt to decolonize our approach to data dissemination of Indigenous voices as white, Euro-Canadian university-based researchers. La littérature savante, les politiques d'éducation et les documents curriculaires canadiens actuels encouragent la participation des membres des communautés autochtones comme élément-clé de la réforme en matière d'éducation autochtone. À partir des cercles de partage auxquels participaient les aînés, les familles, les enseignants et les agents de soutien, nous présentons, par l'intermédiaire de la transcription poétique, les voix et les expériences d'une communauté autochtone en milieu scolaire urbain. Notre recherche suggère quatre barrières à surmonter dans le but d'améliorer l'expérience scolaire en milieu urbain : écoles non accueillantes, professionnalisation de l'enseignement en salle de classe, salle de classe colonisée et décolonisation unilatérale. L'utilisation de la transcription poétique dans cet article a comme objectif de mettre en valeur les voix des participants de la communauté autochtone et de tenter de décoloniser, à titre de chercheurs universitaires blancs euro-canadiens, notre approche de dissémination des données reliées aux voix autochtones.