Cultural Studies, Pedagogy, and Response-Ability

Rossiter, Penelope

doi:10.1080/10714413.2012.643742

Cited by 3 publications

(2 citation statements)

References 5 publications

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Section: Academic Integrity and Ongoing Colonizationmentioning

confidence: 99%

“…In her discussion outlining the importance of cultural studies to foster social justice oriented and ethically accountable students, Rossiter (2012) advances the notion of response-ability as a conceptual lens through which pedagogical approaches can be planned and enacted. Further arguing that response-ability transcends an individual's moral agency, Rossiter (2012) suggests that it encompasses a collective response to political and social consequences of colonial violence both in the historical and contemporary sense. This is important because it offers a useful bridge to reflect on the ways that academic integrity, as an ethical pillar of the Western academy, relies on institutionalized protocols that privilege a specific methodology of citation and referencing that elevates the written word whilst excluding Indigenous methodologies that are embedded within an ethic of truth-telling, orality and relational accountability.…”

Section: Academic Integrity and Ongoing Colonizationmentioning

confidence: 99%

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Accountability, Relationality and Indigenous Epistemology: Advancing an Indigenous Perspective on Academic Integrity

Lindstrom

2022

Ethics and Integrity in Educational Contexts

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Although the notion of academic integrity is advanced as a Western construct, Indigenous ways of conceptualising and mobilizing this construct represent a vast, diverse and enduring knowledge system that encompasses not only how sources of knowledge are attributed, but also serves as one of the ontological pillars that upholds honesty and truth-telling within a relationally oriented epistemology. Written from an Indigenous perspective, this chapter invites readers to critically reflect on the ways that academic integrity, as an ethical pillar of the Western academy, relies on institutionalized protocols that privilege a specific methodology of citation and referencing that elevates the written word whilst excluding Indigenous methodologies that are embedded within an ethic of truth-telling and relational accountability. Grounded in the scholarship that surrounds Indigenous knowledge as a participatory way of knowing and utilizing a values-based analysis, I highlight the conceptual parallels between Western understandings of academic integrity and an Indigenous relational epistemology that is rooted in accountability. In today’s social climate of reconciliation, academic institutions across Canada are seeking avenues to decolonize their pedagogies and practices. One such avenue is in the area of academic integrity which is underlain with distinct and established ways of transmitting knowledge that have all too often left Indigenous knowledge systems to exist as alternative, or less rigorous, approaches to knowledge production. Movement towards a more equitable, critical and comprehensive understanding of how we, as scholars, are being accountable to those voices that inform and shape our own requires the consideration of a trans-systemic approach.

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Section: Academic Integrity and Ongoing Colonizationmentioning

confidence: 99%

Section: Academic Integrity and Ongoing Colonizationmentioning

confidence: 99%

Accountability, Relationality and Indigenous Epistemology: Advancing an Indigenous Perspective on Academic Integrity

Lindstrom

2022

Ethics and Integrity in Educational Contexts

View full text Add to dashboard Cite

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Introduction: Pedagogy, Image Practices, and Contested Corporealities

Sarah¹,

Hladki²

2012

Review of Education, Pedagogy, and Cultural Studies

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Fat Politics Photography: The Stareable Body and “Openings” for Social Justice

Hladki

2016

intensions

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In complicating understandings of art’s effects, critical theorists mobilize the notion of “openings” to surface simultaneously the unpredictability and indeterminacy of ethical engagement as well as its possibility. I explore the potential of these ideas and consider their application through Haley Morris-Cafiero’s photography on fatness and disability in her Wait Watchers series. Through problematizing surveillance and staring relations, between the observed Fat woman and her watchers, and interrogating the constitution of the monstrous other, the photography unsettles regimes of normalization in relation to fatness and disability. The images invite recognition for embodied difference as they register the complexity and difficulty of social justice “openings” for anomalous embodiment.

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Cultural Studies, Pedagogy, and Response-Ability

Cited by 3 publications

References 5 publications

Accountability, Relationality and Indigenous Epistemology: Advancing an Indigenous Perspective on Academic Integrity

Accountability, Relationality and Indigenous Epistemology: Advancing an Indigenous Perspective on Academic Integrity

Introduction: Pedagogy, Image Practices, and Contested Corporealities

Fat Politics Photography: The Stareable Body and “Openings” for Social Justice

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