Teaching as Trespass: Avoiding Places of Innocence

Autor/inn/en	Bascuñán, Daniela; Carroll, Shawna M.; Sinke, Mark; Restoule, Jean-Paul
Titel	Teaching as Trespass: Avoiding Places of Innocence
Quelle	In: Equity & Excellence in Education, 56 (2023) 3, S.337-351 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bascuñán, Daniela) ORCID (Carroll, Shawna M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2021.1993112
Schlagwörter	Foreign Countries; Public School Teachers; Teaching Methods; Indigenous Knowledge; Epistemology; World Views; Barriers; Inclusion; Elementary Secondary Education; Teacher Role; Teacher Responsibility; Land Settlement; Treaties; Canada + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; World view; Weltanschauung; Inklusion; Lehrerrolle; Lehrverpflichtung; Siedlungsraum; Abkommen; Kanada
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. (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