An Intervention in Educational Inquiry

Re-membering, Honoring and Practicing a River’s Ways of Knowing and Being

Dados Bibliográficos

ID12967648
AutoresMagali Forte (0000-0001-8107-2265, Simon Fraser University, autor correspondente)
Ano2024
Volume18
Fascículo4
Páginas742-762
Data de publicação2024-12-09
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoStudies in Social Justice (JOURNAL)
Identificadores do periódicoISSN: 1911-4788 • E-ISSN: 1911-4788
EditoraBrock University Library (PUBLISHER)
DOI10.26522/ssj.v18i4.4389
OpenAlexW4405214074
IdiomaEN
Referências citadas12

Answering this special issue’s call to reckon, repair and reworld, and following an ethical imperative to re-think social and educational structures, I turn to the wisdom of rivers. In the current settler colonial climate of near inertia that we live in, there is an urgent need to reckon with ways of being and knowing that go beyond the mainstream taken-for-granted habits of conventional educational research. Thinking with Indigenous perspectives, I problematize the Eurocentric worldview I was raised in and consider, in my capacity as a non-Indigenous educator and inquirer, some principles rivers can teach about educational inquiry. A series of photographs of the Chehalis River and personal vignettes allow me to trace and articulate a feminist and decolonial approach to my own inquiry. I consider how reciprocity, language and movement – three teachings gifted by the river – invite me to be, think, and act as an educator and an inquirer engaged in reconciliation. As many rich and diverse Indigenous perspectives have always reminded us, we have a responsibility to listen to and care for all our relatives, human and more-than-human. This is one important way we can work to transform our collective thinking, actions and future in education

Intervention (counseling · Pedagogy · Sociology · Education and Critical Thinking Development · Psychology