Pushing Comfort Zones
Promoting Social Justice Through the Teaching of Aboriginal Canadian Literature
Bibliographic Data
| ID | 20502135 |
|---|---|
| Authors | Lynne Wiltse (University of Alberta, corresponding author), Ingrid Johnston (University of Alberta), Kylie Yang (0000-0002-4455-3681, University of Alberta) |
| Year | 2014 |
| Volume | 21 |
| Issue | 3 |
| Pages | 264-277 |
| Publication date | 2014-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Changing English (JOURNAL) |
| Journal identifiers | ISSN: 1358-684X • E-ISSN: 1469-3585 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1358684x.2014.929287 |
| OpenAlex | W1986114004 |
| Language | EN |
| Citations received | 5 |
| References cited | 17 |
In this paper we highlight findings from a teacher inquiry group study designed to explore possibilities for teaching contemporary Canadian literature to promote issues of social justice in secondary classrooms. Drawing on Boler and Zembylas’s notion of a ‘pedagogy of discomfort’, our paper will focus on the experiences of two teachers in the group who, through the selection and teaching of two Aboriginal Canadian texts, moved away from well-established pedagogical practices. We explore the role of the inquiry group in supporting teachers in their attempts to problematize unquestioned assumptions and address the absences in their curricular practices and examine the potential of using Canadian literature to enhance students’ understanding of historical marginalizations and structural inequalities. In conclusion, we discuss the implications of our research for pre-service and in-service educators who face the challenges of teaching in increasingly diverse schools
Economic Justice · Focus group · Pedagogy · Political science · Social justice · Social science · Sociology · Teaching method · Educator Training and Historical Pedagogy · Teacher Education and Leadership Studies · Themes in Literature Analysis
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,83 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |