Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Patricia Barkaskas, D. Gladwin
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引用次数: 7

Abstract

This article focuses on pedagogical talking circles as a practice of decolonizing and Indigenizing education. Based upon Canada’s Truth and Reconciliation Commission’s (TRC) Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), non-Indigenous educators have a responsibility, while Indigenous educators have an opportunity, to transform normative colonial institutional knowledge structures and practices. Pedagogical talking circles are particularly useful in providing supported spaces for participants/students to engage in reciprocal and relational learning. The pedagogical theories outlined in this article utilize three main Indigenous methodological approaches: situated relatedness, respectful listening, and reflective witnessing. Based upon these underlying approaches, this article speaks to the necessity for decolonizing education (K-12 and post-secondary).
教育话语圈:通过土著关系框架实现教育的非殖民化
这篇文章聚焦于教学谈话圈作为一种去殖民化和本土化教育的实践。根据加拿大真相与和解委员会(TRC)的行动呼吁和联合国土著人民权利宣言(UNDRIP),非土著教育工作者有责任,而土著教育工作者有机会,改变规范的殖民制度知识结构和做法。教学谈话圈在为参与者/学生提供支持空间以进行互惠和关系学习方面特别有用。本文概述的教学理论利用了三种主要的本土方法:情境关系、尊重倾听和反思见证。基于这些潜在的方法,本文谈到了非殖民化教育(K-12和高等教育)的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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