Disrupting Molded Images: Identities, responsibilities and relationships-teachers and indigenous subject material
This paper explores the complexities of teachers' understanding of their relationship with Aboriginal people. Drawing on her current work with teachers, the author offers a method for initiating a critical pedagogy of remembrance that allows teachers to attend to and learn from the biography of...
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| Published in | Teaching education (Columbia, S.C.) Vol. 18; no. 4; pp. 329 - 342 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Routledge
01.12.2007
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1047-6210 1470-1286 |
| DOI | 10.1080/10476210701687625 |
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| Abstract | This paper explores the complexities of teachers' understanding of their relationship with Aboriginal people. Drawing on her current work with teachers, the author offers a method for initiating a critical pedagogy of remembrance that allows teachers to attend to and learn from the biography of their relationship with Aboriginal people. The author argues that teachers position themselves as "perfect stranger" to Aboriginal people and explores forms of "ethical learning" which use the act of remembrance to raise awareness of the ways in which the identities of both Aboriginal and non-Aboriginal people in Canada have been shaped by the colonial encounter. The construction of this ethical awareness among teachers is a promising way to transform relationships between Aboriginal and non-Aboriginal people in Canada. |
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| AbstractList | This paper explores the complexities of teachers' understanding of their relationship with Aboriginal people. Drawing on her current work with teachers, the author offers a method for initiating a critical pedagogy of remembrance that allows teachers to attend to and learn from the biography of their relationship with Aboriginal people. The author argues that teachers position themselves as "perfect stranger" to Aboriginal people and explores forms of "ethical learning" which use the act of remembrance to raise awareness of the ways in which the identities of both Aboriginal and non-Aboriginal people in Canada have been shaped by the colonial encounter. The construction of this ethical awareness among teachers is a promising way to transform relationships between Aboriginal and non-Aboriginal people in Canada. (Contains 8 notes.) This paper explores the complexities of teachers' understanding of their relationship with Aboriginal people. Drawing on her current work with teachers, the author offers a method for initiating a critical pedagogy of remembrance that allows teachers to attend to and learn from the biography of their relationship with Aboriginal people. The author argues that teachers position themselves as "perfect stranger" to Aboriginal people and explores forms of "ethical learning" which use the act of remembrance to raise awareness of the ways in which the identities of both Aboriginal and non-Aboriginal people in Canada have been shaped by the colonial encounter. The construction of this ethical awareness among teachers is a promising way to transform relationships between Aboriginal and non-Aboriginal people in Canada. |
| Audience | Higher Education |
| Author | Dion, Susan D. |
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| Copyright | Copyright School of Education, University of Queensland 2007 |
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| References | Moses D. D. (CIT0028) 1992 Giroux H. (CIT0017) 2003 James C. (CIT0022) 2005 Simon R. I. (CIT0034) 2000 CIT0031 Gunn Allen P. (CIT0018) 1989 Battiste M. (CIT0002) 1998; 22 Solomon P. (CIT0037) 2003 Bordo J. (CIT0006) 1993; 27 Tatum B. D. (CIT0038) 2001 Benjamin W. (CIT0003) 1968 Francis D (CIT0015) 1992 Banks J. A. (CIT0001) 2000 Britzman D. (CIT0008) 1998 Freire P. (CIT0016) 1970 Pinar W. (CIT0029) 1993 Sarris G. (CIT0030) 1993 Clark J. (CIT0011) 1992 Brant B. (CIT0007) 1990 Semali M. (CIT0032) 1999 Berlak A. (CIT0004) 2004 James C. (CIT0021) 2003 Keeshig‐Tobias L. (CIT0024) 1992 Cherryholmes C. (CIT0010) 1988 King T (CIT0025) 2003 Sleeter C. (CIT0035) 1993 Dion S. (CIT0014) 2005 Karumanchery L. (CIT0023) 2005 Simon R. I. (CIT0033) 1992 Cajete G. (CIT0009) 1999 McMaster G. (CIT0026) 1991 Blaeser K. (CIT0005) 1999 Dion S. (CIT0013) 2000 CIT0027 Smith L. T. (CIT0036) 1999 Dei G. (CIT0012) 1996 hooks b. (CIT0020) 1994 Haig‐Brown C. (CIT0019) 1997 |
| References_xml | – volume: 22 start-page: 16 year: 1998 ident: CIT0002 publication-title: Canadian Journal of Native Education – volume-title: Multicultural education: Issues and perspectives year: 2000 ident: CIT0001 – start-page: 60 volume-title: Race identity and representation in education year: 1993 ident: CIT0029 – volume-title: Teaching to transgress: Education as the practice of freedom year: 1994 ident: CIT0020 – volume-title: A people’s ecology year: 1999 ident: CIT0009 – volume-title: Possibilitites and limitations: Multicultural policies and programs in Canada year: 2005 ident: CIT0022 – start-page: 123 volume-title: Democratic dialogue in education: Troubling speech, disturbing silence year: 2004 ident: CIT0004 – volume-title: Teaching against the grain year: 1992 ident: CIT0033 – start-page: 1 volume-title: Between hope and despair year: 2000 ident: CIT0034 – volume-title: Seeing ourselves: Exploring race, ethnicity and culture year: 2003 ident: CIT0021 – ident: CIT0027 doi: 10.1080/13613320308200 – volume-title: Decolonizing methodologies: Research and Indigenous peoples year: 1999 ident: CIT0036 – volume-title: The truth about stories: A native narrative year: 2003 ident: CIT0025 – start-page: 53 volume-title: Talking on the page year: 1999 ident: CIT0005 doi: 10.3138/9781442680340-005 – start-page: 107 volume-title: All my relations year: 1990 ident: CIT0007 – volume-title: Teaching for equity and diversity: Research to practice year: 2003 ident: CIT0037 – start-page: 342 volume-title: Weaving connections: Education for peace, social and environmental justice year: 2000 ident: CIT0013 – volume-title: Anti‐racism education theory and practice year: 1996 ident: CIT0012 – start-page: 157 volume-title: Race, identity and representation in education year: 1993 ident: CIT0035 – ident: CIT0031 doi: 10.2307/4126472 – volume-title: Power and criticism: Poststructural investigations in education year: 1988 ident: CIT0010 – start-page: 233 volume-title: Dangerous territories: Struggles for difference and equality in education year: 1997 ident: CIT0019 – volume-title: The cowboy/Indian show year: 1991 ident: CIT0026 – start-page: 234 volume-title: An anthology of Native Canadian literature in English year: 1992 ident: CIT0024 – start-page: 300 volume-title: An anthology of Native Canadian Literature in English year: 1992 ident: CIT0028 – volume-title: The imaginary indian year: 1992 ident: CIT0015 – volume-title: What is indigenous knowledge: Voices from the academy year: 1999 ident: CIT0032 – volume-title: Lost subjects, contested objects year: 1998 ident: CIT0008 – start-page: 179 volume-title: Engaging equity year: 2005 ident: CIT0023 – volume-title: Who discovered the Americas: Recent work by Jane Ash Poitras year: 1992 ident: CIT0011 – volume-title: Pedagogy of the oppressed year: 1970 ident: CIT0016 – start-page: 51 volume-title: Racism and racial inequality: Implications for teacher education year: 2001 ident: CIT0038 – start-page: 1 volume-title: Spider woman’s granddaughters: Traditional tales and contemporary writing by native American women year: 1989 ident: CIT0018 – volume-title: Illuminations year: 1968 ident: CIT0003 – start-page: 34 volume-title: Promises and limitations: Multicultural policies and programs in Canada and Sweden year: 2005 ident: CIT0014 – volume-title: Keeping Slug Woman alive: A holistic approach to American Indian texts year: 1993 ident: CIT0030 – volume: 27 start-page: 98 year: 1993 ident: CIT0006 publication-title: Journal of Canadian Studies doi: 10.3138/jcs.27.4.98 – start-page: 27 volume-title: The critical pedagogy reader year: 2003 ident: CIT0017 |
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| Title | Disrupting Molded Images: Identities, responsibilities and relationships-teachers and indigenous subject material |
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