Teaching Indigenous literatures for decolonization: Challenging learning, learning to challenge
Date
2020-06-15
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Alberta Journal of Educational Research
Abstract
This paper examines the significance of colonial contexts that influence the teaching of Indigenous literatures. It draws upon conversations I held with Indigenous writers and with secondary educators, in which we discussed the relationships between Indigenous communities, Indigenous literatures, and classroom teaching in Canada. In dialogue with teachers’ and authors’ perspectives, this paper argues that, when Indigenous stories are told and taught, readers are invited to challenge colonial understandings and are implicated into challenging classroom experiences. The pedagogical experiences precipitated by Indigenous literatures can be difficult for teachers and students, leading to unsettling dynamics, but are importantly decolonizing.
Description
This is the Page Proof version of the following article Hanson, A. J. (2020). Teaching Indigenous Literatures for Decolonization: Challenging Learning, Learning to Challenge. Alberta Journal of Educational Research, 66(2), 207–222. https://doi.org/10.11575/ajer.v66i2.68509 which has been published in final form at www.ajer.ca, self-archived with permission from the Alberta Journal of Educational Research.
Keywords
Indigenous literatures, Indigenous education, decolonization, resurgence, métissage
Citation
Hanson, A. J. (2020). Teaching Indigenous Literatures for Decolonization: Challenging Learning, Learning to Challenge. Alberta Journal of Educational Research, 66(2), 207–222. https://doi.org/10.11575/ajer.v66i2.68509