How African Nova Scotians Envision Culturally Relevant and Sustaining Pedagogy as Civic Repair

Autor/in	Jean-Pierre, Johanne
Titel	How African Nova Scotians Envision Culturally Relevant and Sustaining Pedagogy as Civic Repair
Quelle	In: British Journal of Sociology of Education, 42 (2021) 8, S.1153-1171 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jean-Pierre, Johanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1981247
Schlagwörter	Culturally Relevant Education; Sustainability; Blacks; Social History; School Segregation; Racial Discrimination; Trauma; Memory; Social Capital; Cultural Capital; Democratic Values; Public Education; Teacher Influence; Aspiration; Transformative Learning; Foreign Countries; Genealogy; Canada + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Black person; Schwarzer; Sozialgeschichte; Racial bias; Rassismus; Gedächtnis; Sozialkapital; Öffentliche Erziehung; Streben; Pädagogische Transformation; Ausland; Ahnenforschung; Genealogie; Kanada
Abstract	African Nova Scotians constitute the largest multigenerational Black Canadian community, with 400 years of presence in Atlantic Canada. Despite the end of "de jure" school segregation in 1954, African Nova Scotians' social and cultural capital were not incorporated in curricular and pedagogical practices. Using the theoretical framework of cultural trauma, this article draws from a qualitative study conducted using semi-structured interviews and focus groups with sixty participants. A cultural trauma process takes place after a traumatic event and involves a cycle of meaning-making and interpretation that can result in demands for reparation or civic repair. This study illustrates how through the cultural trauma process grounded in their collective memory, African Nova Scotians articulate an aspiration for culturally relevant and sustaining pedagogy as a form of civic repair. This transformative pedagogy would facilitate a reconnection with their heritage and a fulfilment of the democratic goals of public education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01