A pedagogy of possibility: Reading Roger Simon in the wake of Ferguson, Missouri

Cassily, Shaleen; Clarke-Vivier, Sara

doi:10.1080/03626784.2015.1133222

Cited by 6 publications

(1 citation statement)

References 11 publications

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“…Cassily and Clarke-Vivier (2016) argue that “it is imperative that teachers and students acknowledge difficult knowledge, and by doing so, relinquish their subject positions, and re-enter the curricular space as vulnerable individuals” (p. 14). Simon and Eppert (1997) add though, the “attendant risk is that this work is too difficult for an individual to undertake alone and thus silence or indifference may be the resulting pedagogical stance” (p. 189).…”

Section: Project 2: Honouring Country and Communitymentioning

confidence: 99%

Sydney as an Indigenous place: “Goanna walking” brings people together

Rey

Harrison

2018

AlterNative: An International Journal of Indigenous Peoples

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Sydney, Australia, is rarely seen as an Indigenous place, yet over 52,000 Indigenous people live here. “Indigeneity” persists in educational discourse as a remote phenomenon, but the research reveals otherwise for many Indigenous people who continue to live in Sydney. This is reflected in the contemporary lives of seven Dharug women who constitute the basis of a doctoral project. The seven women disclose how caring and connectivity to place and people continue to be important markers of belonging to Country in the city. This article also draws on Judith Butler’s work to investigate the conditions of possibility for sustained collaboration between Indigenous and non-Indigenous people in Sydney. Through a collaborative project between local Dharug artists and teacher education students, we find that cross-cultural understandings are built through vulnerabilities, as much as they are through reason. Shared vulnerability provides the conditions for meeting on Country, and “goanna walking” takes us there.

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Section: Project 2: Honouring Country and Communitymentioning

confidence: 99%