Lessons from Our Sweetgrass Baskets: A Wholistic Vision of Academic Success for Indigenous Women in Higher Education

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
J. Brant
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Abstract

This qualitative inquiry documents the lessons gleaned from my journey toward the praxis of Indigenous Maternal Pedagogies, an Indigenous women-centred teaching and learning engagement, to offer insights for supporting Indigenous women in higher education. Specifically, this article offers an express vision for Indigenous women’s educational access and success in higher education by sharing a collective research story offered by Indigenous women participants who completed one or more of three courses related to Indigenous women’s literatures and Indigenous maternal theory. Each course was delivered through a decolonial feminist lens, comprised of Indigenous curricular content and engaged students in culturally relevant assessment. This work connects Maternal Pedagogies with Indigenous epistemologies that embrace the “whole student” within educational contexts to establish a teaching and learning environment that can speak to the hearts and minds of students. In the spirit of reconciliation, I position this environment as a safe space where students can be their whole authentic selves and where their realities and lived experiences are positioned as strengths and key assets to establishing an ethical space for cross-cultural and anti-racist dialogue. Collectively, the participant narratives offer four key lessons that are integral to reconciliation education more broadly, and I map these lessons as final  recommendations that align with Kirkness and Barnhardt’s timeless work on the “Four Rs” of respect, relevance, reciprocity, and responsibility.
从我们的甜草篮子中吸取的教训:高等教育中土著妇女学业成功的整体愿景
这一定性调查记录了我在实践土著母亲教育学(一种以土著妇女为中心的教学和学习参与)的过程中收集到的经验教训,为支持土著妇女接受高等教育提供见解。具体来说,这篇文章通过分享一个土著妇女参与者的集体研究故事,为土著妇女的受教育机会和高等教育的成功提供了一个明确的愿景,这些参与者完成了与土著妇女文学和土著母亲理论有关的三门课程中的一门或多门课程。每门课程都从非殖民化女权主义的角度出发,包括土著课程内容,并使学生参与与文化有关的评价。这项工作将母亲教育学与土著认识论联系起来,在教育背景下拥抱“整个学生”,建立一个能够与学生心灵和思想对话的教学环境。本着和解的精神,我将这个环境定位为一个安全的空间,在这里学生可以做完整的真实自我,他们的现实和生活经历被定位为优势和关键资产,以建立一个跨文化和反种族主义对话的道德空间。总的来说,参与者的叙述提供了四个关键的经验教训,这些经验教训是更广泛的和解教育不可或缺的一部分,我将这些经验教训作为最后的建议,与Kirkness和Barnhardt关于“4r”(尊重、相关性、互惠和责任)的永恒研究相一致。
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
Canadian Journal of Higher Education
Canadian Journal of Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.70
自引率
14.30%
发文量
30
审稿时长
44 weeks
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