On the land gathering: education for reconciliation

Marom, Lilach; Rattray, Curtis

doi:10.1080/17508487.2019.1611613

Cited by 5 publications

(5 citation statements)

References 23 publications

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“…This is a lovely intention, but our study did not follow the pre-service teachers into their practice and see if there was a lasting impact. Many of the studies referenced here (Aitkens & Radford, 2018;Lowenstein et al, 2018;Marom & Rattray, 2019;Michell et al, 2008) described the design and the reaction to the place-based experience for educators, as ours did, but no data was ever collected to study if there actually was an impact. A longitudinal study could potentially inform teacher-educators how and to what extent students took up PBE in their future work as teachers.…”

Section: Moving Forwardmentioning

confidence: 92%

“…This would not be to support and perpetuate a colonized view, but to recognize and examine colonial narratives alongside Indigenous perspectives. As Marom and Rattray (2019) asserted, "the cultural interface calls for an interrogation and mapping of Indigenous-settler relations from the standpoint of complexity and reciprocity" (p. 2). In designing and enacting our field work with pre-service teachers, we were not trying to replace or deny a colonized narrative of the Fraser Canyon Gold Rush but to add perspectives, details, stories, and experiences to better understand the complex and intertwined histories of this place.…”

Section: Theoretical Contextmentioning

confidence: 99%

“…Nakata's idea of cultural interface describes a space for reconciliation where reality is seen as complex, layered, and intertwined rather than oppositional (Martin et al, 2017;Marom & Rattray, 2019). Madden (2019) similarly advocated for educators to nurture complexities for rigorous examination past the limiting polarized binaries which categorize, simplify, and separate us.…”

Section: Place As Decolonizermentioning

confidence: 99%

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Face-to-Face with Place: Place-Based Education in the Fraser Canyon

Farrell¹,

Waatainen²

2021

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organized a three-day field experience with 35 pre-service teachers along the Fraser Canyon corridor, home of the Nlaka'pamux and Stó:lō Nations. We asked: How will an educational field experience in this place impact and inform pre-service teachers and researchers' understanding of placebased education (PBE) in their practice? We explore the shift towards Indigenous perspectives that subtly wove its way through the work and how it framed new ways of thinking about place for our participants and new ways of considering decolonizing education for the instructor researchers. We conclude by arguing that PBE is necessitated by active, living relationship in place and provides opportunities for critical pedagogy grounded in Indigeneity. We also suggest that both Indigenous and non-Indigenous educators have a role to play in this work."Is it not time to face place -to confront it, take off its veil and see its full face." (Johnson and Murton, 2007, p. 127).On September 12, 2019, two instructor researchers traveled with 35 pre-service teachers to a place that lived in our minds and hearts: the Fraser Canyon corridor 1 , in what is now British Columbia, Canada. We were seeking to better understand place-based education (PBE), an approach to learning that has gained prominence in the last decade (Lowenstein et al., 2018; 1 The Authors recognize that the name Fraser Canyon is a post contact colonized name. In connecting to Knowledge Keepers in the area, we were hoping to replace this with a term that was more in keeping with this territory and the spirit of this article. We were, however, unable to successfully find an Indigenous place name that referenced the entire canyon or the Fraser River as it crosses through a variety of territories and languages. We mean no disrespect in using this colonized term.

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Section: Moving Forwardmentioning

confidence: 92%

Section: Theoretical Contextmentioning

confidence: 99%

Section: Place As Decolonizermentioning

confidence: 99%

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Face-to-Face with Place: Place-Based Education in the Fraser Canyon

Farrell¹,

Waatainen²

2021

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“…This study discussed a learning-teaching process that supports reconciliation between natives and colonial peoples through an indigenous perspective. In particular, the underlying philosophical perspective was reflected in the study (Marom & Rattray, 2019).…”

Section: Purposes Of Addressing Social Inequalities In Studiesmentioning

confidence: 99%

A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities

GÜRSOY>

Kara

2023

Kuramsal Eğitimbilim

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This research aims to reveal trends on social inequality in curriculum studies based on the studies carried out between 2014-2019 in the international literature. For this purpose, a systematic literature review was carried out. Some criteria have been specified for the systematic literature review to determine the journals and articles to be analyzed within the research purpose and questions. In line with the determined criteria, the Scopus database was searched, and 262 curriculum studies reached as a result of the scanning were examined within the scope of addressing social inequalities. A detailed analysis was carried out on 63 studies included in terms of the target audience, the design, which inequality and curriculum dimension the studies focused on, and their purposes. The remaining data were coded on the text document through descriptive and interpretive codes. As a result of the research, it was found that social inequalities started to be handled from different perspectives and multidimensionally. Also, studies were carried out to reflect the current events, and the curriculum dimension mainly focused on the learning-teaching process and content. However, the number of applied studies was higher than theoretical ones. Moreover, the studies were carried out to demonstrate that the inequalities were legitimized and reproduced. These studies were carried out with students, teachers and documents as a data source by using the case study design in general.

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“…Researcher positionality, an ongoing critical and self-reflective examination of the researcher’s relationship with the research and its participants, is crucial across all disciplines, Indigenous or -non. It is a pre-requisite for equitable, trustworthy, and transformative work and a good methodological approach (Absolon & Willett, 2005; Held, 2019; Lavallée, 2009; Marom & Rattray, 2019; Lin, 2015; Tollefson, 2006). Absolon (2011) underscores, “location does matter.…”

Section: Introductionmentioning

confidence: 99%

Dùthchas, a Scottish Gaelic Methodology to Guide Self-Decolonization and Conceptualize a Kincentric and Relational Approach to Community-Led Research

Meighan

2022

International Journal of Qualitative Methods

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A researcher’s worldview shapes the research methodology, design, and ensuing relationship with participants and the local environment. Western research has traditionally been carried out on, rather than in collaboration with Indigenous Peoples and has largely been conducted through eurocentric and ethnocentric knowledge systems, methods, values, and beliefs which have perpetuated extractions, racisms, and harm. To counteract harmful research, Indigenous scholarship stresses the necessity of articulating and clarifying researcher positionality and self-location prior to embarking on research with or by Indigenous communities. A fundamental component of positionality and self-location is clarifying one’s own relationships with colonialism and embarking on a process of self-decolonization. With this focus in mind, this paper shares methodological insights from an Anishinaabe community-led pilot project for Indigenous language revitalization in the Great Lakes Region of Turtle Island (also known as North and Central America) with participants to whom the researcher is related by marriage or known. This paper adds to existing qualitative methodological knowledge by introducing and operationalizing Dùthchas—a millennia-old Scottish Gaelic concept, worldview, and way of life—as kincentric methodology. The researcher begins the methodological inquiry with his own positionality and self-location as a Gàidheal (Scottish Gael) who is not Indigenous to Turtle Island. Following Dùthchas, the researcher identifies five key methodological principles that informed a kincentric and relational approach to community-led research. The paper demonstrates how Dùthchas has served as a guide for the researcher’s ongoing self-decolonization processes and for emplaced ethical relations. The paper illustrates how Dùthchas enabled the researcher to be in-relation to the lands and Peoples where the research project took place and to conceptualize and conduct research as part of a greater Indigenous Anishinaabe research paradigm, Mino-Bimaadiziwin (The Good Life). Dùthchas has implications for Indigenous—non-Indigenous reconciliatory relations and for the conceptualization and implementation of future (qualitative) research in-relation methodologies.

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On the land gathering: education for reconciliation

Cited by 5 publications

References 23 publications

Face-to-Face with Place: Place-Based Education in the Fraser Canyon

Face-to-Face with Place: Place-Based Education in the Fraser Canyon

A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities

Dùthchas, a Scottish Gaelic Methodology to Guide Self-Decolonization and Conceptualize a Kincentric and Relational Approach to Community-Led Research

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