Working towards Relational Accountability in Education Change Networks through Local Indigenous Ways of Knowing and Being

Autor/inn/en	Schnellert, Leyton; Davidson, Sara Florence; Donovan, Bonny Lynn
Titel	Working towards Relational Accountability in Education Change Networks through Local Indigenous Ways of Knowing and Being
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2098614 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2098614
Schlagwörter	Accountability; Educational Change; Indigenous Knowledge; Racism; Colonialism; Disadvantaged; Hidden Curriculum; Ethics; Educational Practices; Whites; Land Settlement; School Community Relationship; Academic Achievement; Faculty Development; Networks; Canada Natives; American Indians; Conflict Resolution; Culturally Relevant Education; Case Studies; COVID-19; Pandemics; Teacher Attitudes; Elementary Secondary Education; Foreign Countries + Suchen Sie Ihr Suchwort? Verantwortung; Bildungsreform; Rassismus; Kolonialismus; Heimlicher Lehrplan; Ethik; Bildungspraxis; White; Weißer; Siedlungsraum; Schulleistung; American Indian; Indianer; Conflict solving; Konfliktlösung; Konfliktregelung; Case study; Fallstudie; Case Study; Lehrerverhalten; Ausland
Abstract	Indigenous communities and students have been marginalized by colonial practices, disproportionally referred to special education programs, and encounter systematic prejudice and discrimination in education systems that lack respect for their ways of knowing and being. To disrupt hierarchical practices and structures that enact a hidden curriculum of privilege and racism, reconciliation and educational and system transformation need to work in tandem. Drawing on critical case study guided by Indigenous Storywork principles, we are researching how Professional Learning Networks (PLNs) can support educators and Indigenous community partners' collaboration to decentre colonizing education practices. Analysis of preliminary data offers a window into the potential and complexity of engaging in decolonizing work that asks educators to unpack their role in reconciliation efforts and unlearn much of what they believed to be ethical practice. Findings include: participants awakening to structural inequities and racism; white/settler participants engaging with difficult knowledge; educators emphasizing their need for external resources to decolonize their practice; and a delicate balance between educators feeling challenged, feeling hopeful, and recognizing the distance yet to be travelled. This study demonstrates that collaboration with Indigenous community partners within education change networks (ECNs) holds potential to support pedagogical transformation and ultimately redefine student success. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01