Hickey-Moody, Anna and Horn, Christine
(2022)
Family stories as resources for a decolonial culturally responsive pedagogy.
Discourse: Studies in the Cultural Politics of Education, 43 (5).
pp. 804-820.
ISSN 0159-6306
Abstract
Engagement with family stories, religious and community practices
can change a teacher’s conception of thought. We propose teaching
as thinking-with the world and teaching as thinking-with others.
These terms draw on the philosophy of new materialist thinkers in
expressing the ontological impacts of context and materiality. We
explore the relationship between teaching and thinking as a
distributed and engaged practice by investigating family stories as
an avenue for teachers to pedagogically engage with student’s lived
experiences. We work with students as valued contributors to the
learning environment, irrespective of academic achievements. We
argue that engaging with family and faith stories as constitutional
of thinking about, and doing, pedagogy can challenge the
persistent racism. We are interested in experiential ways of knowing
and modes of paying attention to the social and emotional learning
that takes place as part of a pedagogic culture of care.
Repository Staff Only(login required)
 |
Item control page |
Downloads per month over past year
Origin of downloads
Altmetric
Altmetric