Disruptions at the Edges: Ecotone Crossing with Black and Indigenous Creative Pedagogues
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| Title: | Disruptions at the Edges: Ecotone Crossing with Black and Indigenous Creative Pedagogues |
|---|---|
| Language: | English |
| Authors: | Butler, Tamara T. |
| Source: | Curriculum Inquiry. 2022 52(2):205-217. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Blacks, Indigenous Populations, Females, Poetry, Racism, Interdisciplinary Approach, Teaching Methods, Black Studies, English, Environment, Ecology |
| DOI: | 10.1080/03626784.2022.2041979 |
| ISSN: | 0362-6784 1467-873X |
| Abstract: | In this article, I lean toward the ecological site of ecotone and the act of crossing to think about the pedagogical decisions I made as a scholar and practitioner teaching Black studies and English education classes. Within the classroom, I suggest centering Black and Indigenous women's poetry to help students think about interdependence, ecological precarity, and ethical engagements. Black and Indigenous poets invite us to move beyond our disciplines into a cultivated ecotone, or space where we can unearth anti-Blackness in environmental education and invite intellectual curiosity and self-reflection. What is documented here is how I used my location between two disciplines, and intellectual curiosity in other fields/disciplines, to activate ecotonal crossings with my students that can move us toward more transformative ways of teaching, learning, and knowing. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1345801 |
| Database: | ERIC |
| Abstract: | In this article, I lean toward the ecological site of ecotone and the act of crossing to think about the pedagogical decisions I made as a scholar and practitioner teaching Black studies and English education classes. Within the classroom, I suggest centering Black and Indigenous women's poetry to help students think about interdependence, ecological precarity, and ethical engagements. Black and Indigenous poets invite us to move beyond our disciplines into a cultivated ecotone, or space where we can unearth anti-Blackness in environmental education and invite intellectual curiosity and self-reflection. What is documented here is how I used my location between two disciplines, and intellectual curiosity in other fields/disciplines, to activate ecotonal crossings with my students that can move us toward more transformative ways of teaching, learning, and knowing. |
|---|---|
| ISSN: | 0362-6784 1467-873X |
| DOI: | 10.1080/03626784.2022.2041979 |
