Thinking Relationally and Pedagogically about Commemoration: A Critical Inquiry into Charlottetown's Macdonald Statue

Autor/in	Johnson, Kay
Titel	Thinking Relationally and Pedagogically about Commemoration: A Critical Inquiry into Charlottetown's Macdonald Statue
Quelle	In: International Journal for Talent Development and Creativity, 10 (2022) 1-2, S.111-122 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2291-7179
Schlagwörter	Historic Sites; Sculpture; History; Canada Natives; American Indians; Foreign Countries; Teaching Methods; Colonialism; Critical Reading; History Instruction; Feminism; Land Settlement; Tourism; Children; Death; Public Officials; Conflict Resolution; Art; Exhibits; Story Telling + Suchen Sie Ihr Suchwort? Historische Stätte; Bildhauerei; Geschichte; Geschichtsdarstellung; American Indian; Indianer; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kolonialismus; Kritisches Lesen; History lessons; Geschichtsunterricht; Feminismus; Siedlungsraum; Tourismus; Child; Kind; Kinder; Sterbefall; Tod; Todesfall; Conflict solving; Konfliktlösung; Konfliktregelung; Arts; Kunst
Abstract	In this article, I provide a critical reading of the now-removed statue of Sir John A. Macdonald in Charlottetown, Prince Edward Island, Canada. I bring together my own experience visiting the statue with understandings from Indigenous scholarship and public pedagogy theorizing to think about commemorations as public pedagogies that are foremost relational. I consider how the Macdonald statue works narratively, discursively, and as a site of embodied encounter to create a harmful relationality. Thinking relationally, and pedagogically, about colonial statues suggests possibilities not only for understanding how these commemorative practices produce bad relations but also for envisioning and enacting good relations. (As Provided).
Anmerkungen	International Centre for Innovation in Education (ICIE) & Lost Prizes International (LPI). Postfach 12 40, D-89002, Ulm, Germany. Web site: http://www.ijtdc.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01