Unsettling Pedagogy

Co-designing Research in Place with Indigenous Educators

Dados Bibliográficos

ID12967719
AutoresLaura Schaefli (Queen's University, autor correspondente), Anne Godlewska (0000-0003-4862-9660, Queen's University)
Ano2020
Volume13
Fascículo2
Páginas221-243
Data de publicação2020-02-21
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.v13i2.2104
OpenAlexW3007716345
IdiomaEN
Citações recebidas4
Referências citadas36

This article argues that decolonizing educational research begins in attention to inherited colonial thinking and ways of being. Working with over 250 Indigenous educators, staff, students, faculty and administrators associated with 10 partner universities in Ontario, Canada, we co-designed a questionnaire assessing how Ontario post-secondary students are learning to think about colonialism and its relationship to Indigenous peoples and Canadian society. Situating ourselves as researchers and as participants, we theorize the questionnaire’s and our own methodological transformation through the lens of recent literature on epistemologies of ignorance, discussing humour, the relationship between language and imagination, and assumptions we held that presented significant opportunities to shift how we relate. In doing so we argue the social importance of attending to the limits of knowledge and the entrenchment of those limits in historically conditioned and socially sanctioned axes of dominance. We attest both to the depths of colonial misrecognition and to the power of Indigenous knowledge and ways of being to shift social worlds

Colonialism · Dominance (genetics · Ignorance · Indigenous · Pedagogy · Political science · Power (physics · Sociology · Traditional knowledge · Gender Studies · Global Education and Multiculturalism · Higher Education Practises and Engagement · Indigenous and Place-Based Education · Law