Schools as Protectorates: Stories Two Mi'kmaq Mothers Tell

Autor/inn/en	Pushor, Debbie; Murphy, Bill
Titel	Schools as Protectorates: Stories Two Mi'kmaq Mothers Tell
Quelle	In: Canadian Journal of Educational Administration and Policy, (2010) 114, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Stellungnahme; Mothers; Figurative Language; Political Divisions (Geographic); Horticulture; Knowledge Base for Teaching; Canada Natives; Foreign Countries; Social Differences; History; Socioeconomic Status; Mother Attitudes; Parent Teacher Cooperation; Personal Narratives + Suchen Sie Ihr Suchwort? Mother; Mutter; Politische Gliederung; Gartenbau; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Sozialer Unterschied; Geschichte; Geschichtsdarstellung; Socio-economic status; Sozioökonomischer Status; Mutterliebe; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Erlebniserzählung
Abstract	In 1965, Memmi introduced the concept of a protectorate. "Whenever the colonizer states, in his language, that the colonized is a weakling, he suggests thereby that this deficiency requires protection. From this comes the concept of a protectorate" (pp. 147-8). While this concept is 45 years old, it is an apt metaphor for thinking about current school landscapes, and about how educators are positioned on those landscapes to use their professional knowledge of teaching and learning as protectors of children and parents. We assert that while all parents experience "protection" in their children's schools, such protection plays out more strongly with First Nations parents because of historical, societal, socioeconomic, and political divisions (Shields, Bishop, & Mazawi, 2005). As we inquire into stories two Mi'kmaq mothers tell of their experiences with teachers and administrators, we pull forward narrative threads that make visible how parents are marginalized when schools are structured and administered as protectorates. We invite a reconsideration of who is seen to hold knowledge on school landscapes and whose knowledge counts. (As Provided).
Anmerkungen	Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10