Family stories as resources for a decolonial culturally responsive pedagogy
Bibliographic Data
| ID | 2938271 |
|---|---|
| Authors | Anna Hickey-Moody (RMIT University), Anna Catherine Hickey-Moody (0000-0002-8141-1359, MIT University, corresponding author), Christine Horn (0000-0001-9341-3071, RMIT University) |
| Year | 2022 |
| Volume | 43 |
| Issue | 5 |
| Pages | 804-820 |
| Publication date | 2022-09-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2022.2062834 |
| OpenAlex | W4223560854 |
| Language | EN |
| Citations received | 3 |
| References cited | 44 |
Engagement with family stories, religious and community practices can change a teacher’s conception of thought. We propose teaching as thinking-with the world and teaching as thinking-with others. These terms draw on the philosophy of new materialist thinkers in expressing the ontological impacts of context and materiality. We explore the relationship between teaching and thinking as a distributed and engaged practice by investigating family stories as an avenue for teachers to pedagogically engage with student’s lived experiences. We work with students as valued contributors to the learning environment, irrespective of academic achievements. We argue that engaging with family and faith stories as constitutional of thinking about, and doing, pedagogy can challenge the persistent racism. We are interested in experiential ways of knowing and modes of paying attention to the social and emotional learning that takes place as part of a pedagogic culture of care
Aesthetics · Epistemology · Experiential learning · Faith · Materialism · Pedagogy · Sociology · Critical Race Theory in Education · Global Education and Multiculturalism · Teacher Education and Leadership Studies
Youth, Arts, and Education
Experiential Knowledge as Capital and Resistance among Families from Mexican Immigrant Backgrounds
Students as epistemological agents
A Decolonial Feminism
Honouring ESL students' lived experiences in school learning with multiliteracies pedagogy
Hard to reach parents or hard to reach schools? A discussion of home—school relations, with particular reference to Bangladeshi and Pakistani parents
Tracing Family, Teaching Race
Assessing Perceptions of Culture and Trauma in an Elementary School
Teaching as a Healing Craft
Culturally Relevant Pedagogy 2.0
Navigating the ‘inter’ in intercultural education
But that's just good teaching! The case for culturally relevant pedagogy
Entanglements of Difference as Community Togetherness
Contemporary racism and Islamaphobia in Australia
Toward a Theory of Culturally Relevant Pedagogy
Muslims in the West and the Challenges of Belonging
Equity pedagogy
Creating peaceful and effective schools through a culture of care
Family stories as resources for a decolonial culturally responsive pedagogy
The posthumanist challenge to teaching or teaching's challenge to posthumanism
Activist ecologies of study in the learning city
Dark funds of knowledge, deep funds of pedagogy
Teaching as bodily enactment
A story of belonging
Academic success as willful-resistance
Teaching militant humility against the aggressions of a neoliberal world
Super-diversity and its implications
Religious visibility
Toward a Critical Pedagogy of Race
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |