Doing the Work, Considering the Entanglements of the Research Team While Undoing Settler Colonialism

Autor/inn/en	Lira, Andrea; Muñoz-García, Ana Luisa; Loncon, Elisa
Titel	Doing the Work, Considering the Entanglements of the Research Team While Undoing Settler Colonialism
Quelle	In: Gender and Education, 31 (2019) 4, S.475-489 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2019.1583319
Schlagwörter	Whites; Foreign Policy; Females; American Indians; Foreign Countries; Researchers; Reflective Teaching; Violence; Indigenous Populations; Epistemology; History; Educational Experience; Teaching Methods; Feminism; Self Concept; Letters (Correspondence); Power Structure; Ethics; College Faculty; Graduate Students; Teacher Attitudes; Student Attitudes; Chile + Suchen Sie Ihr Suchwort? White; Weißer; Außenpolitik; Weibliches Geschlecht; American Indian; Indianer; Ausland; Researcher; Forscher; Gewalt; Sinti und Roma; Erkenntnistheorie; Geschichte; Geschichtsdarstellung; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Feminismus; Selbstkonzept; Brief; Ethik; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerverhalten; Schülerverhalten
Abstract	This paper presents the work of three researchers in a self-study on researcher positionality using the reflective practice and pedagogy of correspondence as preparation for future work with mapuche women in Chile. We start from the assumption that research with and on indigenous groups has a historical debt to consider given the ways in which it has historically perpetuated and been complicit in violence against indigenous people. With this is mind we ask: what can a focus on researcher's positionality and epistemologies bring to future work on mapuche women's educational experience? What does it contribute to work that refuses the violence that academia perpetuates on indigenous knowledges and communities? This paper is an invitation to reflect on how we can decolonize our methodologies as a way to work through the historical debt that academia has with and to indigenous groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01