Turning to Greet the Unheard, Unseen, and Unknown in Western Thought: Autoethnographic Stories of Learning with the Blackfoot

Autor/in	Rinkel-Mackay, Sherri
Titel	Turning to Greet the Unheard, Unseen, and Unknown in Western Thought: Autoethnographic Stories of Learning with the Blackfoot
Quelle	In: Alberta Journal of Educational Research, 69 (2023) 2, S.144-166 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Foreign Countries; Inclusion; Indigenous Knowledge; Teaching Methods; Autobiographies; Ethnography; Canada Natives; Educational Benefits + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Autobiography; Autobiografie; Autobiographie; Ethnografie; Bildungsertrag
Abstract	The Truth and Reconciliation Commission of Canada has calls to action for the inclusion of Indigenous knowledges and teaching practices in classrooms. Western educators have different degrees of willingness, understanding, and skill in teaching Indigenous concepts and their teaching practices can be superficial. Highlighting autoethnographic accounts of learning from Blackfoot Elders through Indigenous land-based pedagogy with current literature review data, I argue that Western educators must understand that the more-than-human entities are animate and have agency in teaching and healing people. Findings suggest that all students benefit from the wise teaching practices of inviting the more-than-human as co-teachers. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01