Brooke Madden
Biographic Data
| ID | 765161 |
|---|---|
| NAME | Brooke Madden |
| GIVEN NAMES | Brooke |
| FAMILY NAME | Madden |
| SIGNATURE | MADDEN B |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0002-4406-3332 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 22 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Wandering With/In the University of Alberta
This manuscript unfolds in the context of a Faculty of Education course that was designed in response to the Truth and Reconciliation Commission of Canada’s call to post-secondary institutions to identify and meet teacher-training needs relating to the history and legacy of Canada’s Indian residential school system. The course instructor (Madden) begins by tracing how she is theorizing truth and reconciliation education through engagement with li…
A de/colonizing theory of truth and reconciliation education
The author suggests that educators’ responses to the Truth and Reconciliation Commission of Canada cannot be reduced or reducible to practice without also considering the theories that are enfolded into reconciliatory initiatives and actions. She is guided by the central questions: How do I understand prevailing constructions of reconciliation in circulation? and How might I theorize a philosophy of truth and reconciliation education that respond…
Tracing spectres of whiteness
The author traces how discourse functions in the context of a school-based, urban Aboriginal education initiative, with a focus on the construction and organization of teaching subjects. Critical discourse analysis that traces spectres reveals some of the ways that whiteness and Eurocentrism create the possibilities for, and the conditions in which teachers take up, the positions: victim of racism, arbiter of authenticity, and rescuer. Considerat…
Pedagogical pathways for Indigenous education with/in teacher education
Witnessing (halted) deconstruction
This article extends upon Susan Dion’s theory of the ‘perfect stranger’ by exploring how this position is articulated and embodied by white teachers (N = 67) involved in urban Indigenous education reform. On the lookout for deconstruction, we think with Derrida around the interrelated self/other and familiar/strange binaries that uphold the perfect stranger. We argue that Eurocentrism simultaneously centres and obscures whiteness, resulting in te…
Ex(er)cising Student Voice in Pedagogy for Decolonizing
Pedagogical pathways for Indigenous education with/in teacher education
Witnessing (halted) deconstruction
This article extends upon Susan Dion’s theory of the ‘perfect stranger’ by exploring how this position is articulated and embodied by white teachers (N = 67) involved in urban Indigenous education reform. On the lookout for deconstruction, we think with Derrida around the interrelated self/other and familiar/strange binaries that uphold the perfect stranger. We argue that Eurocentrism simultaneously centres and obscures whiteness, resulting in te…
Ex(er)cising Student Voice in Pedagogy for Decolonizing
Tracing spectres of whiteness
The author traces how discourse functions in the context of a school-based, urban Aboriginal education initiative, with a focus on the construction and organization of teaching subjects. Critical discourse analysis that traces spectres reveals some of the ways that whiteness and Eurocentrism create the possibilities for, and the conditions in which teachers take up, the positions: victim of racism, arbiter of authenticity, and rescuer. Considerat…
A de/colonizing theory of truth and reconciliation education
The author suggests that educators’ responses to the Truth and Reconciliation Commission of Canada cannot be reduced or reducible to practice without also considering the theories that are enfolded into reconciliatory initiatives and actions. She is guided by the central questions: How do I understand prevailing constructions of reconciliation in circulation? and How might I theorize a philosophy of truth and reconciliation education that respond…
Witnessing (halted) deconstruction
This article extends upon Susan Dion’s theory of the ‘perfect stranger’ by exploring how this position is articulated and embodied by white teachers (N = 67) involved in urban Indigenous education reform. On the lookout for deconstruction, we think with Derrida around the interrelated self/other and familiar/strange binaries that uphold the perfect stranger. We argue that Eurocentrism simultaneously centres and obscures whiteness, resulting in te…
Ex(er)cising Student Voice in Pedagogy for Decolonizing
Pedagogical pathways for Indigenous education with/in teacher education
Tracing spectres of whiteness
The author traces how discourse functions in the context of a school-based, urban Aboriginal education initiative, with a focus on the construction and organization of teaching subjects. Critical discourse analysis that traces spectres reveals some of the ways that whiteness and Eurocentrism create the possibilities for, and the conditions in which teachers take up, the positions: victim of racism, arbiter of authenticity, and rescuer. Considerat…
A de/colonizing theory of truth and reconciliation education
The author suggests that educators’ responses to the Truth and Reconciliation Commission of Canada cannot be reduced or reducible to practice without also considering the theories that are enfolded into reconciliatory initiatives and actions. She is guided by the central questions: How do I understand prevailing constructions of reconciliation in circulation? and How might I theorize a philosophy of truth and reconciliation education that respond…
Wandering With/In the University of Alberta
This manuscript unfolds in the context of a Faculty of Education course that was designed in response to the Truth and Reconciliation Commission of Canada’s call to post-secondary institutions to identify and meet teacher-training needs relating to the history and legacy of Canada’s Indian residential school system. The course instructor (Madden) begins by tracing how she is theorizing truth and reconciliation education through engagement with li…
Sociology (6 works) · Indigenous (5 works) · Indigenous and Place-Based Education (5 works) · Pedagogy (5 works) · Indigenous Education (4 works) · Law (4 works) · Political science (4 works) · Critical Race Theory in Education (3 works) · Educator Training and Historical Pedagogy (3 works) · Epistemology (3 works)