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

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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.

Item Type:	Article
Keywords:	Decolonial culturally responsive pedagogy; social and emotional learning; intercultural education; new materialism;
Academic Unit:	Faculty of Arts & Humanities > School of English, Media & Theatre Studies > Media Studies
Item ID:	18172
Identification Number:	https://doi.org/10.1080/01596306.2022.2062834
Depositing User:	Anna Hickey-Moody
Date Deposited:	15 Feb 2024 15:11
Journal or Publication Title:	Discourse: Studies in the Cultural Politics of Education
Publisher:	Routledge
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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