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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
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  Data: 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.
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