Abstract
This research with three Indigenous youth and their families is an intergenerational narrative inquiry around experiences of belonging and identity making. Pulling forward teachings from Indigenous Elder Francis Whiskeyjack, a metaphor of “education as ceremony” is juxtaposed with the ceremonies of “schooling” (Greene, 2001). Thinking with stories lived and told by the youth and their families, I retell stories as a teacher, mother, and now, teacher educator. Experiencing personal and practical shifts to my teaching and learning, I reconsider the ceremonies of “schooling.” This study offers possibilities for how educators might co-compose more relational and educative (Dewey, 1938) experiences in schools.
Publisher
Leading English Education and Resource Network - LEARN
Cited by
2 articles.
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