Becoming “Real” Aboriginal Teachers: Counterstories as Shaping New Curriculum Making Possibilities
Warrior Women: Remaking Postsecondary Places through Relational Narrative Inquiry
ISBN: 978-1-78190-234-9, eISBN: 978-1-78190-235-6
Publication date: 14 November 2012
Abstract
There is much to think narratively about in the experiences storied by Lulu, Brenda Mary, Jennifer, Jerri-Lynn, Khea, and Lucy of ways their stories to live by rubbed up against narratives constructing them as not “real” teachers. Untangling these experiences shows ways the historically dominant narrative of colonizing Aboriginal people is still shaping intergenerational narrative reverberations, reverberations that weave into the life of each teacher, and as well, into the familial, communal, institutional, and broader provincial landscapes on which each teacher is composing her life.
Citation
Isabelle Young, M., Joe, L., Lamoureux, J., Marshall, L., Dorothy Moore, S., Orr, J.-L., Mary Parisian, B., Paul, K., Paynter, F. and Huber, J. (2012), "Becoming “Real” Aboriginal Teachers: Counterstories as Shaping New Curriculum Making Possibilities", Isabelle Young, M., Joe, L., Lamoureux, J., Marshall, L., Dorothy Moore, S., Orr, J.-L., Mary Parisian, B., Paul, K., Paynter, F. and Huber, J. (Ed.) Warrior Women: Remaking Postsecondary Places through Relational Narrative Inquiry (Advances in Research on Teaching, Vol. 17), Emerald Group Publishing Limited, Leeds, pp. 109-125. https://doi.org/10.1108/S1479-3687(2012)0000017012
Publisher
:Emerald Group Publishing Limited
Copyright © 2012, Emerald Group Publishing Limited