View in EDS PDF Full Text

Moving Pedagogy Outside: Reading a Graduate English Course with the Concepts of Fort Pedagogy, Indigenous Métissage, and the wâhkôhtowin Imagination.

Saved in:
Bibliographic Details
Title: Moving Pedagogy Outside: Reading a Graduate English Course with the Concepts of Fort Pedagogy, Indigenous Métissage, and the wâhkôhtowin Imagination.
Authors: Kirk, Deborah Schamuhn1
Source: Canadian Journal of Education / Revue Canadienne de l'Éducation. hiver2025, Vol. 48 Issue 4, p1429-1451. 23p.
Subject Terms: *Contextual learning, *Interpersonal relations, *Critical pedagogy, *Graduate education, *Effective teaching, *Education theory, Social cohesion, Métis
Abstract: Where do we learn? What are our experiences of relationships in those contexts? Could teaching a course outside activate the wâhkôhtowin imagination? Can walking begin to repair relationships? Donald suggests that it can; and yet, another of the concepts Donald discusses, that of fort pedagogy, cautions us to listen and not claim. Is it possible for me, a White descendent of European immigrants, to learn from the wâhkôhtowin imagination without re-enacting fort pedagogy? In this article, I examine possibilities for anti-colonial pedagogy as I reflect on a student’s learning experiences—my own—from my dual positionality as PhD student and English literature instructor. Thinking alongside Indigenous Métissage (Donald, 2009, 2012), fort pedagogy (Donald, 2009), and the wâhkôhtowin imagination (Donald, 2021), I examine my experiences in an innovative graduate English course taught largely outside and consider ways pedagogy can shift relationships to place and to one another. [ABSTRACT FROM AUTHOR]
Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 190997380
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Moving Pedagogy Outside: Reading a Graduate English Course with the Concepts of Fort Pedagogy, Indigenous Métissage, and the wâhkôhtowin Imagination.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kirk%2C+Deborah+Schamuhn%22">Kirk, Deborah Schamuhn</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Education+%2F+Revue+Canadienne+de+l'Éducation%22">Canadian Journal of Education / Revue Canadienne de l'Éducation</searchLink>. hiver2025, Vol. 48 Issue 4, p1429-1451. 23p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+theory%22">Education theory</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cohesion%22">Social cohesion</searchLink><br /><searchLink fieldCode="DE" term="%22Métis%22">Métis</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Where do we learn? What are our experiences of relationships in those contexts? Could teaching a course outside activate the wâhkôhtowin imagination? Can walking begin to repair relationships? Donald suggests that it can; and yet, another of the concepts Donald discusses, that of fort pedagogy, cautions us to listen and not claim. Is it possible for me, a White descendent of European immigrants, to learn from the wâhkôhtowin imagination without re-enacting fort pedagogy? In this article, I examine possibilities for anti-colonial pedagogy as I reflect on a student’s learning experiences—my own—from my dual positionality as PhD student and English literature instructor. Thinking alongside Indigenous Métissage (Donald, 2009, 2012), fort pedagogy (Donald, 2009), and the wâhkôhtowin imagination (Donald, 2021), I examine my experiences in an innovative graduate English course taught largely outside and consider ways pedagogy can shift relationships to place and to one another. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190997380
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 1429
    Subjects:
      – SubjectFull: Contextual learning
        Type: general
      – SubjectFull: Interpersonal relations
        Type: general
      – SubjectFull: Critical pedagogy
        Type: general
      – SubjectFull: Graduate education
        Type: general
      – SubjectFull: Effective teaching
        Type: general
      – SubjectFull: Education theory
        Type: general
      – SubjectFull: Social cohesion
        Type: general
      – SubjectFull: Métis
        Type: general
    Titles:
      – TitleFull: Moving Pedagogy Outside: Reading a Graduate English Course with the Concepts of Fort Pedagogy, Indigenous Métissage, and the wâhkôhtowin Imagination.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kirk, Deborah Schamuhn
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: hiver2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 03802361
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Canadian Journal of Education / Revue Canadienne de l'Éducation
              Type: main
ResultId 1