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Uumasuusivissuaq: Spirit and Indigenous Writing
No full textThe scholarship on Indigenous peoples is deeply steeped in colonization and often assumes a Western perspective. I start this article with my poetry as a female kalaaleq (Inuk from Greenland) poet. I contextualize my writing through discussions on praxis and new knowledge creation through poetry. In this article, I argue for a process of decolonization of written, academic knowledge on Indigenous peoples by inviting Indigenous writers to consider writing in poetry form, which comes from giftedness of inner soul-namely the spirit.Keywords: epistemology; narrative; Inuit worldview; decolonization; praxi
Unpacking Our White Privilege: Reflecting on Our Teaching Practice
No full textMacIntyre (1981) asks, “Of what stories do I find myself a part?” (p. 201). As teachers working in an Indigenous context, we found ourselves telling stories that had moments of tension between our Eurocentric ways of knowing and the Indigenous context in which we taught. This intersection has prompted our research. We ask two questions in this inquiry: What can our experiences as non-Indigenous teachers in an Indigenous community offer us in our understanding as new researchers in the field of Indigenous education, and how can our teaching narratives further preservice teachers’ understandings of teaching Indigenous students? Through critical White studies, our research examines White privilege, power, and position and begins to unearth the experiences of teaching as non-Indigenous educators in a remote Indigenous community in Ontario, Canada. Narrative inquiry and autoethnographic methods connect our stories to greater social, political, and cultural discourses. These stories serve to disrupt the dominant discourse that divides and others the complexities of Indigenous education. This work will interrogate and unpack our White privilege and power and will serve to assist preservice teachers in their understanding of teaching within Indigenous contexts.Keywords: Indigenous education; narrative inquiry; critical White studies; teacher educatio
A Review of The Art of Poetic Inquiry
No full textBook Review:Thomas, S., Cole, A.L., & Stewart, S. (2012). The art of poetic inquiry. Halifax, NS: Backalong Books.
Liminal Lives: Navigating the Spaces Between (Poet and Scholar)
No full textThis paper focuses on the importance of narrative beginnings to narrative inquiry, arguing that an examination of narrative beginnings is essential to positioning the researcher within the research. Through a series of personal poems, I unpack the significance of my own autobiographical beginnings from a narrative perspective, and from my proposed research on life and learning on the edges of community. In this paper, I also highlight the efficacy of employing poetic representation within a narrative inquiry. Through poetic representation, I demonstrate the liminal nature of understanding field texts and interim field texts as determined by the context of the three-dimensional narrative inquiry space, encompassing temporality, sociality, and place. Keywords: narrative inquiry; poetic representation; poetic inquiry; three-dimensional narrative inquiry space; marginalization; community; identit
Editorial
No full textEditorial for 19(3) Spring 2014 Special Issue, Part 2: [Indigenous Education] in educatio
A Review of Poetic Inquiry: Vibrant Voices in the Social Sciences
No full textBook Review:Prendergast, M., Leggo, C., & Sameshima, P. (2009). Poetic inquiry: Vibrant voices in the social sciences. Boston, Mass: Sense Publishers
Editorial: Poetic Inquiry in/for/as
No full textAn Editorial by the Guest Editors for a special issue of in education on the practices of poetic inquiry
Social Studies and Civil Society: Making the Case to Take on Neoliberalism
No full textThe biggest threat to civil society in Canada and the United States is the economic doctrine known as neoliberalism. Sometimes referred to as the corporate agenda, this philosophy supports the deregulation of industry, the privatization of the commons, the weakening of workers’ rights, and corporate tax cuts. Acknowledging that teaching is a political act, this paper makes a case for social studies and history teachers to develop pedagogy that lifts the hegemonic veil for students. Progressive economic policies--progressive tax reform, support for workers, strengthening social welfare, and regulating industry--work in tandem to create resistance to neoliberalism. After describing the effects of neoliberalism today, the paper highlights important victories for working- and middle-class citizens based on Keynesian economics and social democratic values that have strengthened civil society in both countries. All are threatened today because of neoliberalism. The paper outlines a pedagogical approach for social studies teachers based upon ideology critique, critical media literacy, and reframing of neoliberal discourses with progressive ones. Deconstructing hegemony is the crucial component of this critical pedagogy. Keywords: social studies education; neoliberalism; ideology critique; critical media literacy; deconstructing hegemon
Exploring the Experiences of a Small Group of Saskatchewan Neophyte Aboriginal Teachers
No full textThe purpose of this paper is to explore the experiences of a small group of Aboriginal neophyte teachers in Saskatchewan, Canada. Part of a larger study, this research used a mixed method approach for data collection in which 18 Aboriginal beginning teachers completed a survey (with Likert-scale items and open-ended questions) and an additional two Aboriginal beginning teachers participated in individual interviews. This study is a focused attempt to highlight the voices of the Aboriginal beginning teachers. Findings suggested that many participants had difficulty obtaining employment and identified family and friends as their core supports. Most participants felt challenged by their workload and a lack of supports to address the diverse needs of their students. Most participants found teaching to be rewarding and enjoyed the autonomy of their own classrooms. Many of the issues raised by the participants can be addressed by placing a greater focus on an Aboriginal epistemology based on the concept of community. To promote Aboriginal teacher recruitment, employment, and retention rates, it is essential that neophyte teachers are provided with employment assistance, mentorship opportunities, and curricular and unit plan resources. Keywords: neophyte/beginning teachers; preservice teacher education, mixed-methodolog