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Navigating the “ethical space” of truth and reconciliation: Non-Indigenous school principals in Saskatchewan
Curriculum Inquiry ( IF 1.944 ) Pub Date : 2020-01-30 , DOI: 10.1080/03626784.2020.1715205
Pamela Osmond-Johnson 1 , Peter Turner 2
Affiliation  

Abstract

Although there is much contention around the role of settlers in reconciliation [Maddison, S., Clark, T., & de Costa, R. (2016). The limits of settler colonial reconciliation: Non-Indigenous peoples and the responsibility to engage. Singapore: Springer], the current under-representation of Indigenous peoples in Canada’s K-12 education sector necessitates that non-Indigenous principals engage with the TRC’s Calls to Action if they are to be realized in today’s schools. Traversing the space between Indigenous and non-Indigenous world views, however, is complex and complicated work. In this vein, our research seeks to facilitate a deeper understanding of the orientation towards school leadership required to engrain and sustain Calls to Action as an integral part of Canadian education. In particular, we draw upon Goulet and Goulet’s [Goulet, L. M., & Goulet, K. N. (2014). Teaching each other: Nehinuw concepts and Indigenous pedagogies. Vancouver, BC: UBC Press] nehinuw philosophy of collectivism (discussed in their book Teaching Each Other), Ermine’s [ Ermine, W. (2007). The ethical space of engagement. The Indigenous Law Journal, 6(1), 193–203] ethical engagement, and Kovach’s [Kovach, M. (2005). Emerging from the margins: Indigenous methodologies. In L. Brown & S. Strega (Eds.), Research as resistance: Critical, Indigenous and anti-oppressive approaches (pp. 19–36). Toronto: Canadian Scholars’ Press] relationality to offer a new theoretical space from which to explore the practices of non-Indigenous leaders who are attempting to navigate these complexities.



中文翻译:

在真理与和解的“伦理空间”中航行:萨斯喀彻温省的非土著学校校长

摘要

尽管定居者在和解中的作用存在很多争议[Maddison,S.,Clark,T.,&de Costa,R.(2016)。定居者殖民和解的局限性:非土著人民和参与的责任。新加坡:施普林格],目前在加拿大K-12教育部门中,原住民人数不足,因此非原住民校长必须参与TRC的《行动呼吁》,才能在当今的学校中实现。但是,遍历土著和非土著世界观之间的空间是一项复杂而复杂的工作。本着这种精神,我们的研究旨在促进对加深和维持《号召性行动》作为加拿大教育不可或缺的一部分所必需的学校领导取向的更深入了解。特别是,我们借鉴了Goulet和Goulet的[Goulet,LM,&Goulet,KN(2014)。互相教:: Nehinuw的概念和土著教学法。卑诗省温哥华:UBC出版社] nehinuw集体主义的哲学(在他们的书《互相教Teaching》中有讨论),Ermine's [Ermine,W.(2007)。参与的道德空间。土著法律杂志,6(1),193-203]的道德参与,以及科瓦奇的著作[Kovach,M.(2005)。从边缘涌现:土著方法。在L. Brown&S. Strega(编辑)的《抵抗研究:关键,土著和反压迫性方法》(第19–36页)中。多伦多:加拿大学者出版社[加拿大]的关系提供了一个新的理论空间,从中可以探索试图克服这些复杂性的非土著领导人的做法。

更新日期:2020-01-30
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