Cultural and Pedagogical Inquiry (Journal)
Not a member yet
501 research outputs found
Sort by
Restor(y)ing Maui: Trickstering Time and Making Space for Other Worlds
No full textAlejandra Jaramillo-Aristizabal and Michelle Johansson’s comprehensive dialogue addresses central issues, ranging, for example only: from (i) contrasting the colonial version of New Zealand’s ‘discovery’, (usually taught in schools), with the Maori version in which Maui, (the Ingenious trickster), created Aotearoa. To (ii) suggesting that the quest for social justice unintentionally reinforces the status quo; to (iii) summarizing ways in which working Polynesian school age students explore how to enact possibilities of a different world; through to (iv) explaining the benefits of conducting research embedded in Indigenous perspectives in which relations, relationships, community and critical humbleness are significant
Meditation 1: Sun Slight and an Earthenware Head
No full textA photograph and a poem projecting images comparing waking up from morning sleep and emerging from a dream to seedlings germinating and emerging through the earth
Disrupting Ableism: Education with, by and for Learners with Disability as Equity and Social Justice Education
No full textCall for Submissions for the Winter 2026 (Volume 17, No. 2) Special Issue of Cultural and Pedagogical Inquiry entitled Disrupting Ableism: Education with, by and for Learners with Disability as Equity and Social Justice Education with Guest Editors Bathseba Opini, Erica Neeganagwedgin and Ali Abdi
Introduction: The Remembered Children of Maui: Pan-Pacific Conversations and Kinship
No full textIntroduction to the Special Issue of Cultural and Pedagogical Inquiry Volume 16, Number 1 (Fall 2024) entitled "The Remembered Children of Maui: Pan-Pacific Conversations and Kinship" with Invited Guest Editors Noah Romero and Wairehu Grant
Disrupting Colonial Education with the Indigenous Praxis Model
No full textThis article discusses Indigenous approaches to higher education through an autoethnographic lens, proposing practical steps for indigenizing and decolonizing education. Written from a diasporic Guaraní perspective that also accounts for the author’s positionality as an international emerging scholar in the so-called United States, the article advocates for shared responsibility among students and educators to challenge settler colonialism within academic settings
Appetite for Disruption (Image)
No full textArtwork by Wairehu Grant representing Maui, the Maori Trickster, chosen to close the circle of contributions. Image shows a lizard resting on a Jawbone that is nestled on a bed of pohutukawa flowers from New Zealand
Photo 3
No full textA photographic image of a boat tied to a dock on a tropical river in the Philippines taken by Ashley Romero
CPI Welcomes the Summer 2024 Special Issue “The Remembered Children of Maui: Pan-Pacific Conversations and Kinship” with Noah Romero and Wairehu Grant, invited Guest Editors
No full textIntroduction to the Summer 2024 Issue of Cultural and Pedagogical Inquiry (Volume 15, Number 1) entitled “The Remembered Children of Maui: Pan-Pacific Conversations and Kinship” welcoming guest editors Noah Romero and Wairehu Grant. This Special Issue seeks to uplift scholarship representing Indigenous and diasporic perspectives from Aotearoa-New Zealand, Australia, Micronesia, Melanesia, the Pacific Islands, and Southeast Asia
Pathways to Kairos - Exploring the Ontological, Pedagogical, and Ecological Implications of Escaping the Clutches of Chronos
No full textThis article examines how clock-time, or the time of chronos, not only dominates proceedings in mainstream classrooms of industrialised societies but also contrives to help sever children from the more-than-human world. It is argued that a strict conformity and compliance to the ways of chronos demands a narrow way of being whilst also suppressing ways of knowing that can be experienced through the perspective of kairos. Kairos is a time when intuitive, sensory, emotional, spiritual, holistic and contemplative ways of knowing are valued in contrast to the rational-logical ways of knowing that dominate in the factory-model of schooling. Drawing on Smith (2020), Jardine (2012; 2013), Keller (2004; 2021) and Abram (2012; 2021), this article explores how our current ecological and spiritual malaise could be countered by an “apocalyptic mindfulness” (Keller, 2021). This is examined through an analysis of an artist-in-residence project from an interview with the artist, Sean Harris
Meditation 4: “Coming to an Understanding”
No full textAn image of a crow and a squirrel sharing a perch in winter illustrating the accompanying poem by Hans-Georg Gadamer comparing the understandings encountered between animals and between humans