Non-Indigenous Women Teaching Indigenous Education: A Duoethnographic Exploration of Untold Stories

Burm, Sarah; Burleigh, Dawn

doi:10.26522/brocked.v26i2.604

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…After the dust from our first collaboration settled, we realized duoethnography is not a practice with a static, final result. Our first duoethnography unearthed in us more questions, garnering the need for further exploration which led to our ongoing engagement in duoethnography (Burm & Burleigh, 2017, 2022. Much has changed from those early days in the classroom.…”

Section: Developing Our Duoship: Our Origin Storymentioning

confidence: 99%

“…Over the past 10 years, we have collaborated on different duoethnographic inquiries to explore our formative experiences working in Indigenous education (Burleigh & Burm, 2013;Burm & Burleigh, 2017) and more recently, to critically reflect upon the practice of allyship (Burm & Burleigh, 2022). We gravitated to duoethnography for its invitational quality, encouraging us to engage in critical self-study with an aim to changing perspective .…”

Section: Introductionmentioning

confidence: 99%

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Doing Duoethnography: Addressing Essential Methodological Questions

Burleigh

Burm

2022

International Journal of Qualitative Methods

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Duoethnography is a collaborative research methodology that invites researchers to serve as sites of inquiry. Through juxtaposition, the voices of each researcher are made explicit, working in tandem to untangle and disrupt meanings about a particular social phenomenon. We gravitate to duoethnography for its evocative power and the opportunity this methodology provides to engage in meaningful self-study in the presence of another. Yet, we grapple with methodological issues related to the unseen and unspoken enactments of the methodology. This article makes transparent the process of engaging in duoethnography by modeling its polyvocal dialogic nature while simultaneously addressing five essential questions about this collaborative research methodology. In this article, we retrace our collective journey engaging in duoethnography over the past 10 years, reflecting upon how our understanding and engagement with the methodology has shifted and expanded with each new inquiry. We make visible what is often invisible in the process of doing duoethnography, explicitly discussing our process for beginning and concluding a duoethnography, addressing what constitutes duoethnographic data, and the importance of cultivating a trustworthy and safe dialogical space. This article contributes to the existing methodological literature on duoethnography and further substantiates and generates transparency and teachability of this collaborative research approach.

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Section: Developing Our Duoship: Our Origin Storymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Doing Duoethnography: Addressing Essential Methodological Questions

Burleigh

Burm

2022

International Journal of Qualitative Methods

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“…What was that experience like? These questions prompted us to confront the intersections of our own settler identities and privileges (Burleigh & Burm, 2013;Burm & Burleigh, 2017). Now, years later, we continue this important introspective work, delving deeper into the complexities of allyship.…”

Section: Negotiating Allyshipmentioning

confidence: 99%

A Settler Duoethnography About Allyship in an Era of Reconciliation

Burm,

Burleigh

2022

AJER

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As settler women, former teachers in First Nation communities, and scholars working in Indigenous education, we are responsible for engaging in the complexities of reconciliation through an allyship framework. In this article, we use duoethnography to critically engage in dialogue around the practice of allyship. In revisiting formative moments in our individual and collective teaching and research journey, we wade through some of the current tensions around solidarity work, problematizing the performative and binary approaches to allyship we see increasingly propagated across academic institutions and social groups. This critical dialogue illuminates how we might rethink becoming stronger collaborators with Indigenous people and engage others in exploring their allyship practice. Keywords: duoethnography, Indigenous education, allyship, reconciliation En tant que femmes colons, anciennes enseignantes dans des communautés des Premières nations et universitaires travaillant dans le domaine de l'éducation autochtone, nous avons la responsabilité de nous engager dans les complexités de la réconciliation à travers un cadre d'alliés. Dans cet article, nous utilisons la duoethnographie pour engager un dialogue critique sur la pratique d’agir comme allié. En revisitant les moments formateurs de notre parcours individuel et collectif d'enseignement et de recherche, nous nous frayons un chemin à travers certaines des tensions actuelles autour du travail de solidarité, en problématisant les approches performatives et binaires de l'allié que nous voyons de plus en plus propagées dans les institutions académiques et les groupes sociaux. Ce dialogue critique met en lumière la manière dont nous pourrions repenser à devenir des collaborateurs plus solides avec les peuples autochtones et inciter les autres à explorer leur pratique d'agir comme allié. Mots-clés : duoethnographie, éducation autochtone, allié, réconciliation

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“…Our main contribution is to propose an integrative perspective (Bell and Bridgman, 2017) arguing for the emergence of an economics (or a new economics) and set of management theories based in Indigenous wisdom that particularly emphasizes life-affirming values of relationship, responsibility for the whole system (stewardship), reciprocity, and redistribution (equity) (Harris and Wasilewski, 2004). Indigenous ideas, prevalent from ancient times ((Burm and Burleigh, 2017; Genova, 2015; Huaman and Abeita, 2018; Tran and Kennett, 2017; WIPO, 2019), are not typical of today’s management theories, which have recently been shown to be ideologically restricted to ideas about efficiency, profit maximization, and managerialism (McLaren, 2020)—to the exclusion of other important values. In contrast, we argue—and demonstrate through global examples—that numerous Indigenous cultures have developed successful, long-lived societies (and, but not just, economies) based on a different, holistic and relationally-based set of values.…”

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confidence: 99%

Invoking indigenous wisdom for management learning

Pio

Waddock

2020

Management Learning

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Management thinking today, based in neoliberalism, gears economies, businesses, and whole societies toward constant material growth and achievement of wealth, defined as monetary or financial wealth. In terms of management learning, the dominance of the managerialist/capitalist ideology reinforces existing dominance structures that have long suppressed the voice—and values—of Indigenous peoples. Drawing from work by Indigenous scholars, we focus on the Indigenous wisdom which has the potential to offer a very different form of economy and different sets of managerial values that orient businesses and other institutions towards fostering relationship, responsibility, reciprocity and redistribution for shared wellbeing. Perspectives from Indigenous wisdom can push focus away from today’s neoliberalism and “(hu)man”-dominating-nature mindsets, evident in Western cultures, towards more holistically integrated approaches. In the aftermath of the Covid-19 pandemic, we argue for a pivot towards recognizing, collaborating with, integrating, and renewing management and business school mindsets by incorporating Indigenous wisdom to build a world in which all—including non-human beings—can flourish.

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Non-Indigenous Women Teaching Indigenous Education: A Duoethnographic Exploration of Untold Stories

Abstract: Identifying as non-Indigenous

Cited by 5 publications

References 8 publications

Doing Duoethnography: Addressing Essential Methodological Questions

Doing Duoethnography: Addressing Essential Methodological Questions

A Settler Duoethnography About Allyship in an Era of Reconciliation

Invoking indigenous wisdom for management learning

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