Pushing Comfort Zones

Promoting Social Justice Through the Teaching of Aboriginal Canadian Literature

Dados Bibliográficos

ID20502135
AutoresLynne Wiltse (University of Alberta, autor correspondente), Ingrid Johnston (University of Alberta), Kylie Yang (0000-0002-4455-3681, University of Alberta)
Ano2014
Volume21
Fascículo3
Páginas264-277
Data de publicação2014-07-03
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoChanging English (JOURNAL)
Identificadores do periódicoISSN: 1358-684X • E-ISSN: 1469-3585
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1358684x.2014.929287
OpenAlexW1986114004
IdiomaEN
Citações recebidas5
Referências citadas17

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