Literaturnachweis - Detailanzeige
Autor/in | Butler, Tamara T. |
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Titel | Disruptions at the Edges: Ecotone Crossing with Black and Indigenous Creative Pedagogues |
Quelle | In: Curriculum Inquiry, 52 (2022) 2, S.205-217 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0362-6784 |
DOI | 10.1080/03626784.2022.2041979 |
Schlagwörter | Blacks; Indigenous Populations; Females; Poetry; Racism; Interdisciplinary Approach; Teaching Methods; Black Studies; English; Environment; Ecology |
Abstract | In this article, I lean toward the ecological site of ecotone and the act of crossing to think about the pedagogical decisions I made as a scholar and practitioner teaching Black studies and English education classes. Within the classroom, I suggest centering Black and Indigenous women's poetry to help students think about interdependence, ecological precarity, and ethical engagements. Black and Indigenous poets invite us to move beyond our disciplines into a cultivated ecotone, or space where we can unearth anti-Blackness in environmental education and invite intellectual curiosity and self-reflection. What is documented here is how I used my location between two disciplines, and intellectual curiosity in other fields/disciplines, to activate ecotonal crossings with my students that can move us toward more transformative ways of teaching, learning, and knowing. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |