Now showing items 1-9 of 9
Creating spaces: testimonio, impossible knowledge, and academe
(International Journal of Qualitative Studies in Education, 2003)
This 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 ...
Indigenous Thought, Appropriation and Non-Aboriginal People
(Canadian Society for the Study of Education, 2010-01-04)
In 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 ...
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)
This 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 ...
A Pedagogy of the Land: Dreams of respectful relations
(McGill University, Faculty of Education, 2002)
This 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 ...
Taking Indigenous Thought Seriously: A Rant on Globalization with Some Cautionary Notes
(Canadian Society for the Study of Education, 2008)
“Returning the Dues:” Community and the Personal in a University-School Partnership
(Urban Education, 2001-03-01)
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 ...
Toward a Pedagogy of Land: The Urban Context
(Canadian Society for the Study of Education, 2013)
This 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 ...
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)
This 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 ...
Continuing Collaborative Knowledge Production: Knowing when, where, how and why
(Journal of Intercultural Studies, 2001)
This paper questions assumptions about conducting research based in programs developed to serve communities which have traditionally had restricted access to the university. Grounded in an off-campus Master of Education ...