ABSTRACT

As Canadian education systems implement the Truth and Reconciliation Commission’s Calls to Action, various expressions of white settler resistance become amplified. This article examines the potential for settler-educators’ stories to teach about processes for working through settler ignorance. Insight into the question of how to transform settler subjectivities and relationships with Indigenous peoples cuts across theoretical terrain in three fields: decolonizing education, epistemic ignorance, and affect/felt theory. We engage with these currents to analyze settler resistance through nIshnabek de’bwe wIn, a project aimed at transforming relationships between Indigenous and non-Indigenous students and teachers through collaborative storytelling. We report on one project facet that brought Indigenous and non-Indigenous researchers, educators, and students together to create digital/multimedia stories about experiences of schooling that could inform settler-educator learning by offering critical insight into unlearning ignorance as one strategy (among many) for decolonizing colonial structures of schools. Attention to settler stories reveals a triadic relationship between power/knowledge/affect wherein these forces are inextricably entangled in ways that create and reinforce the epistemological knot of settler ignorance and resistance. The emotional work storytellers undertook as part of their embodied learning offers insight into the promise of creative pedagogies for untying that knot.

摘要

随着加拿大教育系统实施真相与和解委员会的行动呼吁，白人定居者抵抗的各种表达被放大。本文探讨了定居者教育者的故事在教授解决定居者无知的过程方面的潜力。深入了解如何转变定居者的主体性和与土著人民的关系这一问题跨越了三个领域的理论领域：非殖民化教育、认知无知和情感/感受理论。我们通过nIshnabek de'bwe wIn处理这些电流来分析定居者的阻力，该项目旨在通过协作讲故事来改变土著和非土著学生和教师之间的关系。我们报告了一个项目方面，该方面将土著和非土著研究人员、教育工作者和学生聚集在一起，创建有关学校教育经历的数字/多媒体故事，这些故事可以通过提供对消除无知的批判性见解作为一种策略（在许多) 对学校的殖民结构进行非殖民化。对定居者故事的关注揭示了权力/知识/影响之间的三元关系，其中这些力量以产生和加强定居者无知和抵抗的认识论结的方式密不可分。