Called to Action: Dialogue around Praxis for Reconciliation

Autor/inn/en	MacDonald, Jennifer; Markides, Jennifer
Titel	Called to Action: Dialogue around Praxis for Reconciliation
Quelle	In: McGill Journal of Education, 53 (2018) 2, S.213-232 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-0666
Schlagwörter	Graduate Students; Self Concept; Foreign Countries; Land Settlement; Canada Natives; Ethnography; Intergroup Relations; Indigenous Knowledge; Place Based Education; Experiential Learning; Treaties; Cultural Awareness; Conflict Resolution; Reports; Teacher Education; Land Use; History; Conferences (Gatherings); American Indians; Dialogs (Language); Doctoral Programs; Interpersonal Relationship; Student Attitudes + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Selbstkonzept; Ausland; Siedlungsraum; Ethnografie; Intergruppenbeziehungen; Experiental learning; Erfahrungsorientiertes Lernen; Abkommen; Cultural identity; Kulturelle Identität; Conflict solving; Konfliktlösung; Konfliktregelung; Abschlussbericht; Berichten; Lehrerausbildung; Lehrerbildung; Bodennutzung; Geschichte; Geschichtsdarstellung; American Indian; Indianer; Dialog; Dialogs; Dialogue; Dialogues; Doktorandenprogramm; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten
Abstract	Education for reconciliation is centered on renewing Indigenous-settler relations. In this article, two graduate students share their experiences as they endeavour to take up a praxis for reconciliation. Positioned by their different cultural identities, they join in a duoethnographic conversation, to reflect on their learning and to share their successes, insights, and tensions as they navigate various complexities. Through their reflective process, they ask: "What might collective enactment look like and what forms might it take in education?" As they journey together, they discuss the need for spaces that promote vulnerability and openness, and the strength of land-based and grassroots learning opportunities. (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01