Indigenous Education in Higher Education in Canada: Settler Re-Education Through New Materialist Theory

Kerr, Jeannie

doi:10.1007/978-3-030-14672-6_18

Cited by 8 publications

(7 citation statements)

References 14 publications

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“…We have used these insights to both design and develop teacher education practices and research projects that engage with the complexities of social inequalities in education and our positionalities in relation thereto (Kerr & Andreotti, 2018;2019). When presenting our research and findings at conferences, we have noticed that intelligibility amongst researchers in teacher education can be difficult.…”

Section: Historical Pattern Of Engagement and Representationmentioning

confidence: 99%

“…Collectively, these theorists link our work to the literatures of anti-racism, decoloniality, critical theory, and whiteness studies. We elaborate these ideas into our place-based location of our study in Canada through then drawing on specific authors problematizing dominant Canadian narratives: Dwayne Donald (2012) settler narratives and colonial logics; Vanessa Andreotti (2011Andreotti ( , 2012Andreotti ( , 2015, Jeannie Kerr (2014;2019) and Jeannie Kerr and Amy Parent (2015) objective knowing in education; Eva Mackey (2002) and Verna St. Denis (2011) multicultural innocence and benevolence; and Sunera Thobani (2007) exalted subjectivities. Each provides a critique and analysis of modes of dominance in contemporary democratic Canadian society.…”

Section: Working With the Cartographymentioning

confidence: 99%

“…Our decolonial, postcolonial and Indigenous informed priorities are often unfamiliar to other researchers in teacher education, and we hope the elaboration in this section provides some increased understanding. Although, this is a sketch of the projects and priorities, and more detailed work on the studies are provided in other publications (Kerr & Andreotti, 2018, 2019Kerr & Adamov Ferguson, in press). Importantly, the elaboration is not meant to convince others that our approach is superior and should be followed.…”

Section: Working With the Cartographymentioning

confidence: 99%

“…Social cartography is a methodology that attempts to address this issue; inviting us to create different forms of conversations through bringing together different traditions of thought in ways that are more tentative, self-critical, accountable, generous and generative. We have been exploring the potential of social cartography pedagogically within our work as educators and researchers in teacher education (Amsler, Kerr & Andreotti, 2020;Kerr & Andreotti, 2018;2019) and educational studies (Andreotti, 2015;Andreotti et. al., 2016;Suša & de Oliveira Andreotti, 2019), as well as through Vanessa's leadership in the Gestures Towards Decolonial Futures Collective that draws together researchers, artists, activists and Indigenous knowledge keepers (see https://decolonialfutures.net).…”

Section: Introductionmentioning

confidence: 99%

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Mapping Research in Teacher Education on Diversities and Inequalities: Opening Possibilities Through Social Cartography

Kerr

Andreotti

2020

JCIE

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This article considers the potential of the methodology of social cartography to open generative possibilities in research on diversities and inequalities in teacher education in the international context. Research in teacher education focusing on difference or diversities and inequalities offers highly diverse practices and orientations, yet we have found that intelligibility across research communities can be challenging and ultimately limiting for the field. Social cartography is a methodology that attempts to address this issue, inviting researchers and practitioners to create forms of conversation that are more tentative, self-critical, and generative. In this article, we introduce our priorities in teacher education that center awareness of social-cultural commitments and assumptions, as well as historical context. We then share a social cartography of teacher education research we have created to reveal the possibilities of social cartography for teacher education, as well as an invitation to open needed dialogue amongst teacher education researchers and practitioners.

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Section: Historical Pattern Of Engagement and Representationmentioning

confidence: 99%

Section: Working With the Cartographymentioning

confidence: 99%

Section: Working With the Cartographymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mapping Research in Teacher Education on Diversities and Inequalities: Opening Possibilities Through Social Cartography

Kerr

Andreotti

2020

JCIE

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“…The context of settler colonialism, including the pivotal and intergenerational impact of education through the Indian Residential School System, is invisibilized within colonial fort logics. The role of other settler colonial mechanisms such as CFS in the ongoing apprehensions of Indigenous children, attempted erasure of culture and Indigenous governance, and the dispossession of Indigenous lands in fostering economic poverty, are not within view from the fort (Kerr, 2019b).…”

Section: Inner-city Education and Practicum: Down The River In The Fortmentioning

confidence: 99%

Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum

Kerr¹

2020

Self Cite

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British Columbia). I acknowledge the support of The Winnipeg School Division, and in particular Mr. Aaron Benarroch and Ms. Amie Johnston in facilitating the research through advice and encouraging connections to participants in Winnipeg. I also note the support and wisdom of the research assistants on this project that were supportive of different facets of research: PhD student Ms. Vanessa Van Bewer who supported data collection, the workshop, and initial survey analysis; PhD Student Ms. Katya Adamov Ferguson who supported sharing circle data analysis and findings; and Mitacs Globalink research intern Ms. Sofia Medina Vazquez who supported graphing and analysis of pre-and post-surveys. I acknowledge the participants who made this year-long plus commitment to explore these important, sensitive, personal and significant issues of preparing becoming teachers, and preparing oneself, to work in the complex contexts of inner-city education. Participants were immersed in educational contexts that are under-supported and under-resourced, and yet offered their time and experience to support this research. I greatly appreciate the contributions of classroom teachers at the elementary school, course instructors at the university, and teacher candidates and the practicum supervisor working between the two. This research study is located in the heart of Turtle Island 1 at the confluence of the Assiniboine and Red Rivers, now also known as the city of Winnipeg and the historic meeting place of Indigenous peoples, and traditional territories of the Anishinaabeg, Nêhiyawak, Dakota, Oji-Cree, and Dene peoples and homeland of the Métis

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A Lively Introduction: New Materialisms, Feminisms, and Moving Bodies

Thorpe

Brice

Clark

2020

New Femininities in Digital, Physical and Sporting Cultures

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Indigenous Education in Higher Education in Canada: Settler Re-Education Through New Materialist Theory

Cited by 8 publications

References 14 publications

Mapping Research in Teacher Education on Diversities and Inequalities: Opening Possibilities Through Social Cartography

Mapping Research in Teacher Education on Diversities and Inequalities: Opening Possibilities Through Social Cartography

Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum

A Lively Introduction: New Materialisms, Feminisms, and Moving Bodies

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