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 |
|---|---|
| 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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1160697 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Non-Indigenous Women Teaching Indigenous Education: A Duoethnographic Exploration of Untold Stories – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burm%2C+Sarah%22">Burm, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Burleigh%2C+Dawn%22">Burleigh, Dawn</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Brock+Education%3A+A+Journal+of+Educational+Research+and+Practice%22"><i>Brock Education: A Journal of Educational Research and Practice</i></searchLink>. 2017 26(2):34-46. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 13 – Name: DatePubCY Label: Publication Date Group: Date Data: 2017 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnography%22">Ethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educator+Education%22">Teacher Educator Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Communities%22">Discourse Communities</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1183-1189 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 15 – Name: DateEntry Label: Entry Date Group: Date Data: 2017 – Name: AN Label: Accession Number Group: ID Data: EJ1160697 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1160697 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 34 Subjects: – SubjectFull: Indigenous Knowledge Type: general – SubjectFull: Ethnography Type: general – SubjectFull: Teacher Educators Type: general – SubjectFull: Teacher Educator Education Type: general – SubjectFull: Teaching Experience Type: general – SubjectFull: Inquiry Type: general – SubjectFull: Discourse Communities Type: general – SubjectFull: Discourse Analysis Type: general – SubjectFull: Educational Practices Type: general – SubjectFull: Personal Narratives Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Non-Indigenous Women Teaching Indigenous Education: A Duoethnographic Exploration of Untold Stories Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burm, Sarah – PersonEntity: Name: NameFull: Burleigh, Dawn IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2017 Identifiers: – Type: issn-electronic Value: 1183-1189 Numbering: – Type: volume Value: 26 – Type: issue Value: 2 Titles: – TitleFull: Brock Education: A Journal of Educational Research and Practice Type: main |
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