We have a right to flourish in our own land’

Using pedagogies of healing to support Indigenous students to thrive in university classrooms

Bibliographic Data

ID12906102
AuthorsCatherine Trundle (0000-0003-0908-9606, La Trobe University, corresponding author), Tarapuhi Vaeau (0000-0003-3947-4097, Victoria University of Wellington)
Year2024
Volume66
Issue3
Pages354-372
Publication date2024-05-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCritical Studies in Education (JOURNAL)
Journal identifiersISSN: 1750-8487 • E-ISSN: 1750-8495
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17508487.2024.2351121
OpenAlexW4396869856
LanguageEN
Citations received2
References cited29

This article responds to a pressing question, posed by Māori university students in Aotearoa, New Zealand: How do teachers transform universities into places where Indigenous students can thrive and heal? To address this question, we engage with pedagogies of healing, a radical critique of wellbeing within the classroom. We utilized the Māori practice of wānanga to facilitate collective reflection and action. We propose three principles for enabling Māori and Indigenous healing within classrooms: engage colonial histories, foreground Indigenous forms of knowledge, and uplift students through Indigenous research on/as healing. Within these, we offer seven teaching strategies to enact a pedagogy of healing and create classroom ‘healing zones’, strategies that challenge the individualized and depoliticized approaches to wellbeing dominant within contemporary universities

Indigenous · Neoliberalism (international relations · Pedagogy · Social science · Sociology · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights · Service-Learning and Community Engagement · Ecology

Tools

Open DOIOpen Access