Looking Back and Living Forward: Indigenous Research Rising Up brings together research from a diverse group of scholars from a variety of disciplines. The work shared in this book is done by and with Indigenous peoples, from across Canada and around the world. Together, the collaborators’ voices resonate with urgency and insights towards resistance and resurgence.
The various chapters address historical legacies, environmental concerns, community needs, wisdom teachings, legal issues, personal journeys, educational implications, and more. In these offerings, the contributors share the findings from their literature surveys, document analyses, community-based projects, self-studies, and work with knowledge keepers and elders. The scholarship draws on the teachings of the past, experiences of the present, and will undoubtedly inform research to come.
Five Pedagogies, A Thousand Possibilities aims at providing the groundwork for articulating sites of enriching pedagogies so that critical hope and the possibility of transformation may stay alive. The emotional experiences of unknowing, silence, passion, desire, forgiveness and reconciliation play an important political role in constituting critical resistance. The implications of these ideas are discussed in the context of contemporary concerns about social justice, conflict, hope and despair. These implications help us realize the potential of unknowing, silence, passion, desire, forgiveness and reconciliation as crucial pedagogical tasks and negotiate a hope that is truly critical. As an alternative to pedagogies that negate the ethical and political implications of teachers’ and students’ emotional lives, the present book demonstrates the need for pedagogies that enable the development of criticality without being overcome by despair. The book will be of interest to academics, researchers, educators, undergraduate and graduate students in the fields of social sciences and education and particularly in the subfields of philosophy of education, curriculum theory, teacher education, and multicultural education.
Much has been written in Canada and South Africa about sexual violence in the context of colonial legacies, particularly for Indigenous girls and young women. While both countries have attempted to deal with the past through Truth and Reconciliation Commissions and Canada has embarked upon its National Inquiry on Missing and Murdered Indigenous Women and Girls, there remains a great deal left to do. Across the two countries, history, legislation and the lived experiences of young people, and especially girls and young women point to a deeply rooted situation of marginalization. Violence on girls’ and women’s bodies also reflects violence on the land and especially issues of dispossession. What approaches and methods would make it possible for girls and young women, as knowers and actors, especially those who are the most marginalized, to influence social policy and social change in the context of sexual violence?
Taken as a whole, the chapters in
Disrupting Shameful Legacies: Girls and Young Women Speaking Back through the Arts to Address Sexual Violence which come out of a transnational study on sexual violence suggest a new legacy, one that is based on methodologies that seek to disrupt colonial legacies, by privileging speaking up and speaking back through the arts and visual practice to challenge the situation of sexual violence. At the same time, the fact that so many of the authors of the various chapters are themselves Indigenous young people from either Canada or South Africa also suggests a new legacy of leadership for change.
This is an introductory level text with emphasis on Lacan’s theoretical relationship to education and which uses Lacan’s theories as a springboard for a different educational discourse, one that forces us to assess inward rather than outward. To move beyond the linear nature of schools, a context exacerbated by developmental psychologists like Piaget and Erikson who theorized that we can understand children’s development in stages, the author argues that Lacan’s theories allow us to holistically educate—to teach cognizant of the relationship between interior and exterior spaces, between the unspoken and the heard. The text serves four purposes: 1) to translate Lacan’s primary ideas into language appropriate for introductory level college students, 2) to examine identity in ways that are relevant across disciplines, 3) to re-frame Lacan’s work with post-structuralist and postmodern theories and, in so doing, create a distinctive analysis of the self predefined yet reinvented, and 4) to juxtapose Lacan’s work with post-formal thinking and theorize about his relevance to public education.
This book is purposefully organized with specific emphasis on Lacan’s work as a teacher and the ways in which his theories complicate current accountability standards in the United States which insist that “good” teaching and learning is quantifiable. The author foregrounds Lacan’s concepts of identity and language and analyzes those in parallel to the discourses of democratic education. Lacan’s theories do provide some indelible possibilities for public education in the twenty-first century. Considering his relevance to post-structuralism, post-formalism, post colonialism, and postmodernism, a Lacanian perspective of public education would defy the current standardization of curriculum in the wake of No Child Left Behind (NCLB) mandates. Using Lacan, the author re-envisions public education as a process which encourages the distinctiveness of students, challenges normative assumptions about what a “good” student is, and demands that teachers facilitate student understanding of multiple truths but that teachers also engage in an honest reconstruction of history—one that acknowledges the brutality of conquest, the arrogance of imperialism, and the illusiveness/elusiveness of peace.
Using the South African Truth and Reconciliation process as a framework, the author ends by constructing a model for public education which is grounded in “truth-telling” in public spaces, “witnessing” as a political practice, and educating as purposeful work. A Lacanian, post-formal curriculum, at its core, thus requires that we seek and identify truths, we work to become integrated beings by hearing the unconscious (that which we do not want to or cannot face), and that we educate for goodness and wholeness. This book is ultimately a call to re-envision the current public educational system in the U. S., a call to admit that it has inexcusably failed far too many children, and a call to construct entirely different possibilities.
In 2015, Laura Rumbley put forward the notion that higher education—in a highly complex, globally interdependent world—would be wise to commit to an agenda of "intelligent internationalization" (I2). I2 turns on the notion that "the development of a thoughtful alliance between the research, practitioner, and policy communities," in tandem with key decision makers in leadership roles, is essential for institutions and systems of higher education seeking sustained relevance and vitality through their internationalization efforts. Does "intelligent internationalization" make sense? What is faulty, misguided, or missing from this analysis that could be strengthened through further consideration? On the other hand, what speaks to its value as an idea or agenda to advance the way that internationalization is understood and enacted in the world? These issues will be addressed in this book which builds on a 2018 Symposium on Intelligent Internationalization.
Conversations related to epistemology and methodology have been present in comparative and international education (CIE) since the field’s inception. How CIE phenomena are studied, the questions asked, the tools used, and ideas about knowledge and reality that they reflect, shape the nature of the knowledge produced, the valuing of that knowledge, and the implications for practice in diverse societies. This book is part of a growing conversation in which the ways that standardized practices in CIE research have functioned to reproduce problematic hierarchies, silences and exclusions of diverse peoples, societies, knowledges, and realities. Argued is that there must be recognition and understanding of the negative consequences of hegemonic onto-epistemologies and methodologies in CIE, dominantly sourced in European social science traditions, that continue to shape and influence the design, implementation and dissemination/application of CIE research knowledge. Yet, while critical reflection is necessary, it alone is insufficient to realize the transformative change called for: as students, researchers, practitioners and policymakers, we must hear and heed calls for concrete action to challenge, resist and transform the status quo in the field and work to further realize a more ethical and inclusive CIE.
Interrogating and Innovating Comparative and International Research presents a series of conceptual and empirically-based essays that critically explore and problematize the dominance of Eurocentric epistemological and methodological traditions in CIE research. As an action-oriented volume, the contributions do not end with critique, rather suggestions are made and orientations modelled from different perspectives about the possibilities for change in CIE.
Contributors are: Emily Anderson, Supriya Baily, Gerardo L. Blanco, Alisha Braun, Erik Jon Byker, Meagan Call-Cummings, Brendan J. DeCoster, D. Brent Edwards Jr., Sothy Eng, Ameena Ghaffar-Kucher, Jeremy Gombin-Sperling, Kelly Grace, Radhika Iyengar, Huma Kidwai, Lê Minh Hằng, Caroline Manion, Patricia S. Parker, Leigh Patel, Timothy D. Reedy, Karen Ross, Betsy Scotto-Lavino, Payal P. Shah, Derrick Tu, and Matthew A. Witenstein.