Facing Colonial Canada through Pedagogies of Equity for First Nations: An Advocacy Education Project
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| Title: | Facing Colonial Canada through Pedagogies of Equity for First Nations: An Advocacy Education Project |
|---|---|
| Language: | English |
| Authors: | Carrie Karsgaard (ORCID |
| Source: | Journal of Curriculum and Pedagogy. 2024 21(4):443-466. |
| 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: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Indigenous Populations, Indigenous Knowledge, Culturally Relevant Education, Advocacy, Educational Discrimination, Social Justice, Educational Change, Equal Education, Citizenship Education, Decolonization, Middle School Students |
| Geographic Terms: | Canada |
| DOI: | 10.1080/15505170.2022.2134948 |
| ISSN: | 1550-5170 2156-8154 |
| Abstract: | Education systems in "Canada" are increasingly highlighting the structural and material inequities faced by First Nations' peoples. However, most practices within formal education tend to focus on awareness campaigns and/or examining injustice as a historical event, as opposed to challenging the structural and systemic forces that continue to perpetuate injustice toward First Nations' peoples. Drawing on a year-long educational project with students in grades 7-9 from various schools Canada-wide, this paper applies a case study approach to explore educating for advocacy through ethical relationality and solidarity with those experiencing injustice. The study highlights a transformation in how educators and students think about advocacy, while also drawing attention to the challenges to carrying out advocacy work within school systems with deep colonial roots. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451545 |
| Database: | ERIC |
| Abstract: | Education systems in "Canada" are increasingly highlighting the structural and material inequities faced by First Nations' peoples. However, most practices within formal education tend to focus on awareness campaigns and/or examining injustice as a historical event, as opposed to challenging the structural and systemic forces that continue to perpetuate injustice toward First Nations' peoples. Drawing on a year-long educational project with students in grades 7-9 from various schools Canada-wide, this paper applies a case study approach to explore educating for advocacy through ethical relationality and solidarity with those experiencing injustice. The study highlights a transformation in how educators and students think about advocacy, while also drawing attention to the challenges to carrying out advocacy work within school systems with deep colonial roots. |
|---|---|
| ISSN: | 1550-5170 2156-8154 |
| DOI: | 10.1080/15505170.2022.2134948 |
