Settlers unsettled: using field schools and digital stories to transform geographies of ignorance about Indigenous peoples in Canada

Castleden, Heather; Daley, Kiley; Morgan, Vanessa Sloan

doi:10.1080/03098265.2013.796352

Cited by 38 publications

(32 citation statements)

References 25 publications

(24 reference statements)

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“…As I and others (e.g., Godlewska and Smith ; Louis ; Powell ; Painter and Jeffrey ; Castleden et al ) have pointed out, geography, as a discipline, is implicated in the colonial policies and practices that make up Canada as we know (read: “mainstream” know) it today. Whether it has been through the remapping of Indigenous geo‐political borders or the renaming of Indigenous places to reflect European ones to the creation of segregated spaces (Indian reserves) and spaces of “you will be stereotyped before treated here” (hospital emergency rooms), geography has played a role.…”

Section: Decolonizing How We Teach the Geography Of Canada (Heather Cmentioning

confidence: 99%

Teaching the geographies of Canada: Reflections on pedagogy, curriculum, and the politics of teaching and learning

Laliberté

Catungal

Castleden

et al. 2015

Canadian Geographies / Géographies canadiennes

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Key MessagesThis paper is a collection of commentaries on teaching the geographies of Canada which together challenge traditional regional approaches from a variety of perspectives and politics.It examines the politics of active learning, teaching resources, and received curricula while highlighting the embodied nature of the classroom environment.It concludes that regional geography courses are an opportunity to challenge received knowledge if we are attentive to positionality and power in our classrooms-not only our own but also that of our students and the texts we engage with.Presented as a collection of commentaries on teaching the geographies of Canada, this paper grows out of a panel session on the same topic at the Canadian Association of Geographers conference in 2014. In the stories and analyses provided, contributors challenge many assumptions of what a "Geography of Canada" course should look like. We not only challenge traditional regional approaches, we also reimagine the role of active learning, the disciplining process of creating textbooks, the geographies of ignorance related to Aboriginal issues, and the embodied nature of the teaching experience. Our contributions are not purely theoretical; they are based on our experiences in the classroom and our active attempts to change the narratives and environments our students engage with. Collectively, we do not propose the removal of regional geography courses from the undergraduate curriculum. Rather, we see such courses as an opportunity to challenge received knowledge of what a region is, of what "Canada" is. Approaching our teaching in this manner is an opportunity to expose students to alternative geographic pedagogies, knowledges, and imaginaries.

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Section: Decolonizing How We Teach the Geography Of Canada (Heather Cmentioning

confidence: 99%

Teaching the geographies of Canada: Reflections on pedagogy, curriculum, and the politics of teaching and learning

Laliberté

Catungal

Castleden

et al. 2015

Canadian Geographies / Géographies canadiennes

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“…In short, the general public continues to rely on media to guide them (Belanger, 2002;Said, 1981). The problem, though, is that these "facts" are commonly construed through the lens of dominant society (Castleden et al, 2013). Moreover, mainstream media's tendency to simplify events is deeply problematic given that the general public is largely unfamiliar with the social and historical contexts associated with the negotiation and implementation of modern treaties in Canada (Miller, 2009;Sloan Morgan & Castleden, 2014).…”

Section: Media and The (Re)creation Of Indigenous Stereotypesmentioning

confidence: 99%

“…However, many settler-Canadians are unaware of the structural and historical oppressions that have led to current tensions in Indigenous-settler relations (Godlewska, Moore, & Badnasek, 2010;Sloan Morgan & Castleden, 2014). It is argued that this "unknowing" results in settlers' ignorance, which limits the ability of Indigenous and settler people to adequately redress racist and colonial attitudes that continue to exist in Canadian society (Castleden, Daley, Sloan Morgan, & Sylvestre, 2013;Regan, 2010). Journalists responsible for reporting the news are often members of the dominant society and they are privy to the same unknowing as the majority of the population (Belanger, 2002).…”

Section: Media and The (Re)creation Of Indigenous Stereotypesmentioning

confidence: 99%

“…A task of admitted enormity, place-based educational initiatives have the potential to intercept settler ignorance about Indigenoussettler histories and current relations (see for example Castleden et al, 2013;Tupper, 2011). Education that intercepts the substantive (re)production of stagnated Indigenous-settler relations would transcend to media through journalists' ability to conceive of the context in which contemporary issues impacting Indigenous and settler peoples, such as the negotiation of modern treaties, exist.…”

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confidence: 99%

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Framing Indigenous–Settler Relations within British Columbia's Modern Treaty Context: A Discourse Analysis of the Maa-nulth Treaty in Mainstream Media

Morgan

Castleden

2014

iipj

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Media plays an integral role in (re)producing our social construction of reality. When viewed in light of Canada's colonial legacy, media's power has undoubtedly been implicated in circumscribing Indigenous peoples and Indigenous-settler relations. Employing a discourse analysis of mainstream media covering the recent (2011) implementation of a comprehensive land claims agreement in British Columbia, this study investigates how media has framed contemporary Indigenous-settler relations within the Canadian state. Findings indicate that mainstream media predominantly relies on stereotypes of Indigenous peoples and tends to neglect historical and current political complexities, thereby perpetuating stagnant Indigenous-settler relations. Concluding with empirically derived recommendations, this article points to education reform to create more robust mainstream media able to address stagnated (re)constructions of Indigenous-settler relations.

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“…The field school literature contributes important insights into the underlying politics and power dynamics of field schools, including issues of authority, knowledge and voice (Castleden, Daley, Morgan, & Sylvestre, 2013;Guiness, 2012), the impact of field schools on communities (Glass, 2015), definitions of the field (Morrissey, Calvin, & Reilly, 2013), and expectations (Hawthorne, Atchison, & LangBruttig, 2014;Solis, Price, & de Newbill, 2015).…”

Section: Introductionmentioning

confidence: 99%

Photovoice and Photodocumentary for Enhancing Community Partner Engagement and Student Learning in a Public Health Field School in Cape Town

Wainwright

Bingham

Sicwebu

2017

Journal of Experiential Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Background: Field school research which begins by considering communitypartners as pedagogues and thus exploring their perspectives on student learning, is uncommon. Photovoice is a method for self-expression of such marginalized voices. Purpose: Describe the photovoice to photodocumentary process and present results of its evaluation. Methodology/Approach: We employed photovoice with the local guides who accompany community health research field school students in Cape Town. Guides were prompted to take photographs of what students may not see or understand about their community. These were discussed at three workshops and developed into a photodocumentary for inclusion in the curriculum. Twenty-one students completed an open-ended questionnaire. These, and student/staff discussions, were thematically analyzed. Findings/Conclusions: Students reported learning about cultural practices which otherwise would not be visible to them. They felt greater connection to their guides who they saw in a new light, and became aware of how topic-specificity drew attention away from overarching characteristics of community life. Questions raised might be better explored through facilitated discussion rather than question and answer sessions alone. Implications: Field schools depend on academic-community partnerships. Photovoice can create space for community-partner reflection on student learning and the co-creation of effective pedagogical tools valued by students.

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Settlers unsettled: using field schools and digital stories to transform geographies of ignorance about Indigenous peoples in Canada

Cited by 38 publications

References 25 publications

Teaching the geographies of Canada: Reflections on pedagogy, curriculum, and the politics of teaching and learning

Teaching the geographies of Canada: Reflections on pedagogy, curriculum, and the politics of teaching and learning

Framing Indigenous–Settler Relations within British Columbia's Modern Treaty Context: A Discourse Analysis of the Maa-nulth Treaty in Mainstream Media

Photovoice and Photodocumentary for Enhancing Community Partner Engagement and Student Learning in a Public Health Field School in Cape Town

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