Teaching as Trespass: Avoiding Places of Innocence

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2022-01-20 DOI:10.1080/10665684.2021.1993112

Daniela Bascuñán, Shawna M. Carroll, Mark Sinke, Jean-Paul Restoule

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引用次数: 2

Abstract

ABSTRACT Teachers in Canadian public school contexts are attempting to teach about Indigenous knowledges and epistemologies. Given the present state of asymmetrical Indigenous-settler relations, the complexity of this work requires a large breadth of consideration. Our study provides insight into the nuances of teaching Indigenous perspectives and worldviews, and the barriers and motivations for its inclusion in elementary and secondary classrooms. We conceptualize that teachers are “always-already” trespassing on Indigenous Lands and illuminate the enactment of “trespass” by settler teachers as they move their settler teacher identities to a place of “innocence.” Teachers enacted trespass through acts of return, absorption, erasure, and the eliding of settler experiences. We offer important starting points for continued introspection about the roles and responsibilities of teachers working within settler-colonial education structures and ensuing complicity in the historic marginalization of Others. We highlight the possibilities of a curriculum that is treaty-based and enacted with Indigenous collaboration and consultation.

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作为非法侵入的教学:避免无辜的地方

加拿大公立学校的教师正试图教授土著知识和认识论。鉴于目前土著人与定居者关系不对称的状况，这项工作的复杂性需要广泛的考虑。我们的研究提供了对教学土著观点和世界观的细微差别的见解，以及将其纳入中小学课堂的障碍和动机。我们将教师“总是——已经”侵入土著土地的概念概念化，并阐明定居者教师在将他们的定居者教师身份转移到一个“无罪”的地方时制定的“侵入”。教师通过回归、吸收、抹去和省略移民经历的行为制定了侵权行为。我们提供了重要的起点，以继续反思在定居者-殖民地教育结构中工作的教师的作用和责任，以及随之而来的对他者的历史性边缘化的共谋。我们强调以条约为基础并在土著人民的合作与协商下制定课程的可能性。

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来源期刊

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

期刊介绍： Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.