Abstract
This paper draws on “reintegrative shame” (engaging the offender(s) in discussions of the moral dimensions of the act), and scholars who position shame as transformative. This paper reasserts shame as an ethical matter arguing that reconciliation is a particular response to the historical shame generated from the establishment of the Indian Residential Schools in Canada. What would it mean to conceive of education as a site for working through shame? If we find a way to acknowledge our settler-shame, what might a responsible way of acting on it be? This paper considers these questions to present evidence for the importance of education as a space for making shame a social, ethical, and pedagogical project.
Reference48 articles.
1. Ahmed, E., & Braithwaite, V. (2012). Learning to manage shame in school bullying: Lessons for restorative justice interventions. Critical Criminology, 20(1), 79-97.
2. Alfred, T. (2009). Restitution is the real pathway to justice for Indigenous peoples. In G. Younging, J. Dewar, & M. DeGagne (Eds.), Response, responsibility, and renewal: Canada’s truth and reconciliation journey (pp. 179-190). Retrieved from http://www.ahf.ca/downloads/trc2.pdf
3. Bartky, S. L. (2012). Feminitiy and domination: Studies in the phenomenology of oppression. New York, NY: Routledge.
4. Benade, L. (2015). Shame: Does it have a place in an education for democratic citizenship? Educational Philosophy and Theory, 47(7), 661-674.
5. Bewes, T. (2011). The event of postcolonial shame. Princeton, NJ: Princeton University Press.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献