Ex(er)cising Student Voice in Pedagogy for Decolonizing: Exploring Complexities through Duoethnography

Autor/inn/en	Madden, Brooke; McGregor, Heather E.
Titel	Ex(er)cising Student Voice in Pedagogy for Decolonizing: Exploring Complexities through Duoethnography
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 35 (2013) 5, S.371-391 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2013.842866
Schlagwörter	Indigenous Populations; Power Structure; Ethnography; Doctoral Programs; Experience; Educational Methods; Political Issues; Minority Group Students; Social Attitudes; History; Graduate Students; Cultural Awareness; Social History; Personal Narratives; Canada Natives; Foreign Countries; Ethnic Stereotypes; Social Bias; Consciousness Raising; Teacher Education Programs; Course Content + Suchen Sie Ihr Suchwort? Sinti und Roma; Ethnografie; Doktorandenprogramm; Erfahrung; Educational method; Erziehungsmethode; Politischer Faktor; Social attidude; Soziale Einstellung; Geschichte; Geschichtsdarstellung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Cultural identity; Kulturelle Identität; Sozialgeschichte; Erlebniserzählung; Ausland; National stereotype; Nationales Stereotyp; Bewusstseinsbildung; Kursprogramm
Abstract	Engaging in pedagogy for decolonizing as a theoretical approach to Indigenous education with adults raises questions and tensions, particularly when individual student experience and structures embedded within colonial relations of power trouble one another in unpredictable ways. In this article, the authors use duoethnography to explore experiences with pedagogy for decolonizing in a mandatory doctoral course in a Faculty of Education. As a student presenter, Brooke facilitated the pedagogical encounter that centered a sharing circle in which Heather participated as a student. Together, they explore four complexities that arose through this teaching and learning encounter: (1) student voices presenting numerous multifaceted experiences and locations, but without necessarily linking experiences to relations of power in critical ways; (2) the context of the learning community, activity, and dynamics between students erecting perceived constraints on what becomes ''sayable and doable'' (Orner 1992, 81); (3) predicating the activity on a binary (Indigenous=non-Indigenous) that may not adequately account for the identities of all students; and (4) recognizing the possible limitations of pedagogy, as well as accounting for the possibility of generative learning from those very limitations. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10