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Browsing Research and publications by Author "Haig-Brown, Celia"
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Item Open Access Creating spaces: testimonio, impossible knowledge, and academe(International Journal of Qualitative Studies in Education, 2003) Haig-Brown, CeliaThis article examines what it means to engage seriously with speech and writing events, such as testimonio, articulated by people whose theoretical base lies primarily in experience outside the walls of academe. I argue that we dismiss such unfamiliar scholarship to the detriment of all involved. If we are truly committed to learning, then we must expose ourselves to language forms and cultural norms that are different from those with which we are familiar. We must learn from them how to acknowledge the limits of our analysis and how to find “impossible knowledge” in unaccustomed places.Item Open Access Culturally Responsive Teaching: Stories of a First Nation, Métis, and Inuit Cross-Curricular Infusion in Teacher Education(Leading English Education and Resource Network (LEARN), 2014-08-01) Vetter, Diane; Haig-Brown, Celia; Blimkie, MelissaThis paper explores how the work of the infusion of First Nation, Métis, and Inuit traditions, perspectives, and histories at York University’s Faculty of Education Barrie Site unfolds in practice. It also highlights the learning experiences of pre-service teachers, the majority of whom were non-Aboriginal. Using narrative accounts of practice in faculty and practicum classrooms, the authors elaborate on a set of guiding principles to highlight their practical application by demonstrating what their implementation looks like in local school classrooms. They subsequently describe the challenges faced by faculty and pre-service teachers as they moved theoretical knowledge into practical settings.Item Open Access Indigenous Thought, Appropriation and Non-Aboriginal People(Canadian Society for the Study of Education, 2010-01-04) Haig-Brown, CeliaIn this article, I explore the question, “What is the relationship between appropriation of Indigenous thought and what might be called ‘deep learning’ based in years of education in Indigenous contexts.” Beginning with an examination of meanings ascribed to cultural appropriation, I bring texts from Gee on secondary discourses, Foucault on the production of discourse, and Wertsch on the deep structures underpinning discourse into conversation with critical fieldwork experiences extracted from years of research and teaching. Ultimately hopeful, I conclude the article with direction from Indigenous scholars on appropriate cultural protocol in the use of Indigenous knowledges by non‐Aboriginal people in educational contexts.Item Open Access A Pedagogy of the Land: Dreams of respectful relations(McGill University, Faculty of Education, 2002) Haig-Brown, Celia; Dannenmann, KaarenThis article arises out of a partnership between an aboriginal community member and a university faculty member whose relational focus is the development of a pedagogy of the land within the Indigenous Knowledge Instructors Program. (Re)creating traditional knowledge with others in contemporary contexts, as their birthright, is the goal of the program. We struggle to communicate and locate this work within an appropriate 'community.' Dreaming of respectful relations, we are committed to thinking through the complexity of such a quest.Item Open Access “Returning the Dues:” Community and the Personal in a University-School Partnership(Urban Education, 2001-03-01) Haig-Brown, Celia; James, Carl E.This study uses interviews to explore students’ perspectives of a university path program, one initiative of a university-school partnership. Responses show that the abstraction of the program lives in concrete and personal dimensions for students as they move from high school to university in the same neighborhood. Advanced placement work at the university and the secondment of faculty from the school board blur distinctions between school and university. Most striking is the students’ desire to contribute to the community that has supported them and is most closely associated with their families, the school, and the university that lies, at least geographically, within community bounds.Item Open Access Shifting Perspectives and Practices: Teacher Candidates’ Experiences of a First Nation, Métis and Inuit Infusion in Mainstream Teacher Education(Brock University, Faculty of Education, 2014-10-09) Blimkie, Melissa; Vetter, Diane; Haig-Brown, CeliaThis exploratory case study shares teacher candidates’ perspectives and experiences of an Aboriginal infusion at York University’s Faculty of Education field site in Barrie, Ontario. For this initiative, Aboriginal content and pedagogies were infused throughout placements and courses of the mainstream teacher education program. Teacher candidates shared that the Infusion prepared them to teach Aboriginal content in culturally respectful and meaningful ways by providing them with a foundation to build on and helping them to develop teaching practices inclusive of diverse ways of knowing and being in the world. These findings may be useful to other educators developing and implementing their own infusion initiatives.Item Open Access Taking Indigenous Thought Seriously: A Rant on Globalization with Some Cautionary Notes(Canadian Society for the Study of Education, 2008) Haig-Brown, CeliaItem Open Access Towards a Pedagogy of Land: The Urban Context(Canadian Society for the Study of Education, 2013) Styres, Sandra; Haig-Brown, Celia; Blimkie, MelissaThis article examines the possibilities when shifting what we have come to call a pedagogy of Land from rural to urban contexts. The authors explore some persisting questions around what it means to bring a pedagogy of Land into classrooms and communities in urban settings. The authors consider the ways a pedagogy of Land might translate from rural to urban contexts while addressing some of the ways this work may move forward in a good way. Further, the authors share various aspects that have allowed Land to inform both pedagogy and praxis in teacher education focusing on student success, particularly Aboriginal students within schools.