Writing as resurgent presencing: An urban coyote curriculum
Date
2023-12-31
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of the Canadian Association of Curriculum Studies
Abstract
In this article, I contemplate the importance of writing to my wellbeing; I reflect on how urban Indigenous presence is enacted and theorized; and I consider an encounter with a coyote during a daily walk. These three narratives are brought together through a textual weaving or métissage. Through this interweaving, and by enacting place-based, relational storying, I undertake a curricular inquiry into presence and presencing. This contemplative inquiry emerges from a particular time and place: from deep in the second winter of the COVID-19 pandemic, from my positionality as an urban Indigenous person, and from my day-to-day existence as a scholar and human being.
Description
Keywords
métissage, writing, urban, Indigeneity, resurgent presencing, Indigenous arts, coyotes
Citation
Hanson, A. J. (2023). Writing as Resurgent Presencing: An Urban Coyote Curriculum. Journal of the Canadian Association for Curriculum Studies, 20(2-3), 40–52. https://doi.org/10.25071/1916-4467.40735