Living the Consciousness: Navigating the Academic Pathway for Our Children and Communities

Autor/inn/en	Lipe, Kaiwipunikauikawekiu; Lipe, Daniel
Titel	Living the Consciousness: Navigating the Academic Pathway for Our Children and Communities
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 30 (2017) 1, S.32-47 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2016.1243270
Schlagwörter	Consciousness Raising; Community Involvement; Children; Genealogy; Indigenous Populations; Scholarship; Leadership; Indigenous Knowledge; Reflection; Story Telling; Hawaii + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Child; Kind; Kinder; Ahnenforschung; Genealogie; Sinti und Roma; Scholarships; Stipendium; Führung; Führungsposition
Abstract	This article chronicles how the authors, two Indigenous activist-academics, live into their consciousness, privileges, and responsibilities by realizing their roles through genealogical reflection. In particular, they focus on their responsibilities as change agents because of their reciprocal and interdependent roles as community members, as husband-wife partners, and as parents to their two children. Through the use of critical self-reflection, photography, and mo'olelo (a Native Hawaiian method of sharing inter-connected stories), the authors present a radically different and Indigenous approach to leadership, scholarship, and engagement that is rooted in genealogical connections to people, place, and knowledge systems. Though the authors experience tension as their Indigenous values rub up against those of the Western world of academia, their story exemplifies their resilience as the result of the love and commitment they have to their families and communities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01