Reconsidering Difference
The curricular and pedagogical significance of holistic insights in the face of colonial exclusions
Bibliographic Data
| ID | 21829001 |
|---|---|
| Authors | Zahra Kasamali (University of Alberta, corresponding author) |
| Year | 2021 |
| Volume | 12 |
| Issue | 1 |
| Pages | 216-228 |
| Publication date | 2021-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cultural and Pedagogical Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 1916-3460 • E-ISSN: 1916-3460 |
| Publisher | University of Alberta Libraries (PUBLISHER) |
| DOI | 10.18733/cpi29546 |
| OpenAlex | W3128535080 |
| Language | EN |
| References cited | 5 |
This paper explores how holistic-guided, sacred, ecological insights can support youth in their healing journeys from the individual and systemic violence of colonial exclusions. Drawing upon guidance from Indigenous sharing circle philosophies and sacred ecological insights, this article contends that the coming together of similarities and differences can generate the ethic of “wisdom relationality” (Kasamali, 2019) and promote healing. This theorizing is guided by the métissage sensibility and is supported by research conducted with an Alberta, Aboriginal Studies 30, secondary, high school class. By concentrating on experiences of four former Aboriginal Studies 30 students, this article illuminates their key learnings acquired from reconnecting with the healing energy that flows from Indigenous sharing circle philosophies. The article demonstrates that by reconsidering difference and responding to colonial exclusions from the place of holism inspires the students to achieve freedom, agency and in doing so, restores their sense of balance
Colonialism · Environmental ethics · Epistemology · Holism · Indigenous · Political science · Sensibility · Social science · Sociology · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights · Law · Philosophy · Youth Development and Social Support · Ecology
| Highly cited | No |
|---|