Introduction

Smith, Linda Tuhiwai; Tuck, Eve; Yang, K. Wayne

doi:10.4324/9780429505010-1

Cited by 38 publications

(50 citation statements)

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“…We are learning (how) to be(come) vulnerable, to embrace and acknowledge those memories of injustice, to (re)write our stories beyond damage, and to charter new paths or new connections. As Smith, Tuck, and Yang (2018) assert, it is important to "understand your intentions and capacity to work in a good way" (p. 13).…”

Section: Becoming As a Perpetual Plateaumentioning

confidence: 99%

Plateaus, Puzzles, and PhDs: Un/Making Knowledge Differently through Digital Storytelling

Jocson

Carter

Correa

et al. 2022

Educational Studies

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Digital storytelling as part of study creates an opening for reworking ideas. It marks an instance of recognition to access alternative ways of knowing, thinking, and doing. Guided by radical black studies and decolonizing methodologies, the authors draw on insights from digital storytelling to extend current understandings of educational research, theory, and practice. The connections across five digital stories are highlighted through a retrospective analysis of educational journeys to and beyond doctoral study. The digital stories are presented in a series of plateaus to (1) challenge the constraints of academic writing and (2) signal methodological openings in collective restorying. To that end, the authors unravel processes of becoming, trouble the pedagogical encounters in their work, and push for otherwise possibilities to make room for the not-yet.I am embracing the work of challenging existing narratives of marginalized communities.-OlgaMy time teaching … was a lesson in understanding how my struggle is bound up with young people and their struggle for a dignified life and education.-CeeAs I dug deeper into the memories and still images of my childhood and neighborhood … a digital story provided the layers and texture that a written assignment might not.-AlishaDigital storytelling has been a useful tool for expanding pedagogical possibilities with media technology at different levels. It has been valuable to educators and researchers interested in examining the link between cognition and modality. For us, it has been constructive to draw on digital storytelling as part of our study, a kind of intellectual practice that involves revisiting and reworking ideas to create openings in our academic labor. The mode of activity occurred in relation to the university of which we are members but also extended beyond the confines of the university, to refuse the normalized ways it regulates and suppresses study. Digital storytelling from this view marked an instance of recognition to access alternative ways of knowing, thinking, and doing.

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Section: Becoming As a Perpetual Plateaumentioning

confidence: 99%

Plateaus, Puzzles, and PhDs: Un/Making Knowledge Differently through Digital Storytelling

Jocson

Carter

Correa

et al. 2022

Educational Studies

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“…Decolonization, therefore, involves the disruption of colonial patterns of land ownership, patterns established during colonization. The term colonization refers to the practice in which small numbers of people from one place go to another place, dominate the local labour force and send resources back to the place from which they originated (Smith et al, 2018). Settler colonialism further denotes a form of colonization in which these outsiders claim this "new" land as their own (Tuck et al, 2014).…”

Section: Decolonization and Educationmentioning

confidence: 99%

Exploring Curation as a Path Towards Decolonizing Education

Elias

2021

OTESSAJournal

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As part of my Doctor of Education program, I was asked to study Dr. Marie Battiste’s (2017) book Decolonizing Education: Nourishing the Learning Spirit. In response to that assignment, I built a WordPress site as a way to experiment with crossing boundaries of physical and digital places, between different Indigenous knowledges and notions of teaching and learning. While building the site, I looked for localized examples of Battiste’s concepts and ideas among the Inuvialuit, the Indigenous group with which I am the most familiar, in what became an exploration of the wonderful work being done in the Inuvialuit Settlement Region to preserve the culture and decolonize ways of thinking. I knew some of these resources existed, but was surprised by the depth and variety of materials available. In this paper, I present that website as an experimental example of digital curation that stitches together the book, a series of digital artefacts found via Internet searches and my own reflections on those artefacts. While building it, I did not seek out answers but instead explored the possibilities of curation as a path to decolonization education. The resulting site design is both personal and incomplete. Through this process, I hope to open generative cracks that provoke new ways of thinking about digital curation as a means of supporting active engagement in the complicated and necessary conversations regarding decolonization.

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“…Haig-Brown (2018) also called for disruptions to modernity, and observed that Indigenous education has centred on resistance to colonialism and a refusal to erase culture, language, rights, responsibilities, roles, and so forth. Further, Smith et al (2019) called for reconstructing school structures by examining the relationship between change and institutions and repositioning Indigenous ways of being and ways of knowing as central in education. Fleuri and Jurkevicz Fleuri (2017) echoed similar thoughts in a Brazilian context, and argued that marginalized people are invested in unpacking and analyzing the multiple layers of oppression in order to avoid further harm.…”

Section: Decolonizing the Pre-departure Orientationmentioning

confidence: 99%

Towards a Decolonizing Framework for Pre-Departure Education

Mizzi

2020

cie-eci

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In light of the increasing mobility of people for study and employment purposes and the fact that Indigenous groups continue to be marginalized across the globe, this article introduces a tentative framework for adult educators or facilitators to decolonize their pre-departure orientations for workers or learners who plan to live in a different country. Drawing on Indigenous education principles, the framework consists of three guiding principles that intersect with one another: (1) Indigenizing teaching practice, (2) deconstructing ruling relations, and (3) promoting reflexivity, mutual respect, and understanding. Challenges to implementing this framework include organizational requirements to maintain a Western dominance in their pre-departure programs.

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Introduction

Cited by 38 publications

References 0 publications

Plateaus, Puzzles, and PhDs: Un/Making Knowledge Differently through Digital Storytelling

Plateaus, Puzzles, and PhDs: Un/Making Knowledge Differently through Digital Storytelling

Exploring Curation as a Path Towards Decolonizing Education

Towards a Decolonizing Framework for Pre-Departure Education

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