Non-Indigenous Women Teaching Indigenous Education: A Duoethnographic Exploration of Untold Stories
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| Title: | Non-Indigenous Women Teaching Indigenous Education: A Duoethnographic Exploration of Untold Stories |
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| Language: | English |
| Authors: | Burm, Sarah, Burleigh, Dawn |
| Source: | Brock Education: A Journal of Educational Research and Practice. 2017 26(2):34-46. |
| Availability: | Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Indigenous Knowledge, Ethnography, Teacher Educators, Teacher Educator Education, Teaching Experience, Inquiry, Discourse Communities, Discourse Analysis, Educational Practices, Personal Narratives, Foreign Countries |
| Geographic Terms: | Canada |
| ISSN: | 1183-1189 |
| Abstract: | Identifying as non-Indigenous, we are often left considering our positionality and identity in Indigenous education, how we have come to be invested in this area of research, and what we see as our contribution. In conversation with one another, we realized we choose to share certain stories and not others about our experiences working in Indigenous education, but were less familiar with why, after working in the field for a sustainable period of time, we felt the need to censor our stories. What did we fear might happen if we divulged these "untold" stories? What follows is a duoethnographic inquiry that seeks to attend to this question. We have chosen to dialogically document, analyze, and probe our experiences as teacher-educators in Indigenous education to unpack why we refrain from sharing certain experiences we have encountered since becoming involved in teacher education. By responding to this question through duoethnographic writing we hope to broaden how we come to understand and extract meaning from our experiences working in the area of Indigenous education. |
| Abstractor: | As Provided |
| Number of References: | 15 |
| Entry Date: | 2017 |
| Accession Number: | EJ1160697 |
| Database: | ERIC |
| Abstract: | Identifying as non-Indigenous, we are often left considering our positionality and identity in Indigenous education, how we have come to be invested in this area of research, and what we see as our contribution. In conversation with one another, we realized we choose to share certain stories and not others about our experiences working in Indigenous education, but were less familiar with why, after working in the field for a sustainable period of time, we felt the need to censor our stories. What did we fear might happen if we divulged these "untold" stories? What follows is a duoethnographic inquiry that seeks to attend to this question. We have chosen to dialogically document, analyze, and probe our experiences as teacher-educators in Indigenous education to unpack why we refrain from sharing certain experiences we have encountered since becoming involved in teacher education. By responding to this question through duoethnographic writing we hope to broaden how we come to understand and extract meaning from our experiences working in the area of Indigenous education. |
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| ISSN: | 1183-1189 |
