Movements toward living relationally ethical assessment making: Bringing indigenous ways of being, knowing, and doing alongside narrative inquiry as pedagogy
As teacher educators deeply committed to relational narrative inquiry and the centrality of living in relationally ethical ways alongside co-researchers, our initial turns toward living narrative inquiry as pedagogy were inspired by wanting to live in relationally ethical ways alongside undergraduat...
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2019
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Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=7856899 |
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Dialnet - Portada de revistas (Universidad de La Rioja) |
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Indagación narrativa como pedagogía Creación de evaluaciones relacionales y éticas Modos indígenas de hacer pensar y ser Narrative inquiry as pedagogy Relationally ethical assessment making Indigenous ways of being knowing and doing |
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Indagación narrativa como pedagogía Creación de evaluaciones relacionales y éticas Modos indígenas de hacer pensar y ser Narrative inquiry as pedagogy Relationally ethical assessment making Indigenous ways of being knowing and doing Cardinal, Trudy Murphy, M. Shaun Huber, Janice Movements toward living relationally ethical assessment making: Bringing indigenous ways of being, knowing, and doing alongside narrative inquiry as pedagogy |
topic_facet |
Indagación narrativa como pedagogía Creación de evaluaciones relacionales y éticas Modos indígenas de hacer pensar y ser Narrative inquiry as pedagogy Relationally ethical assessment making Indigenous ways of being knowing and doing |
description |
As teacher educators deeply committed to relational narrative inquiry and the centrality of living in relationally ethical ways alongside co-researchers, our initial turns toward living narrative inquiry as pedagogy were inspired by wanting to live in relationally ethical ways alongside undergraduate and graduate students. Following the sudden passing in 2015 of Singing Turtle Woman—Anishinabe kweElder, scholar, and long-time friend and research collaborator Mary Isabelle Young, we often told and retold stories of how her teachings of Pimosayta (learning to walk together) and Pimatisiwin (walking in a good way) were continuing to guide us. In this midst we gradually realized that Mary’s teachings opened potential in conjunction with our desires to live/practice relationally ethical assessment making alongside students. As we engage in autobiographical narrative inquiry into our recent coming alongside undergraduate and graduate students, in two Assessment as Pimosayta courses in two differing teacher education programs in Canada, we show how our bringing Indigenous ways of being, knowing, and doing alongside our practicing narrative inquiry as pedagogy supported our movements toward living relationally ethical assessment making. Como formadores de docentes profundamente comprometidos con la indagación narrativa, la aproximación que desarrollamos en el presente artículo tiene que ver con los modos en los que la indagación narrativa es vivida como pedagogía. Este modo de concebir la indagación narrativa tiene que ver con el deseo de querer vivir de manera relacional y ética junto a nuestros coinvestigadores y estudiantes de pregrado y posgrado. En 2015, tras el repentino fallecimiento de Mary Isabelle Young, Singing Turtle Woman, Anishinabe kwe Elder, erudita, amiga y coinvestigadora, a menudo contamos y volvemos a narrar historias de cómo sus enseñanzas siguen guiándonos. Enseñanzas de Pimosayta (aprendiendo a caminar juntas) y Pimatisiwin (caminando en el buen sentido) que se nos hacían presentes en nuestras ... |
format |
Article in Journal/Newspaper |
author |
Cardinal, Trudy Murphy, M. Shaun Huber, Janice |
author_facet |
Cardinal, Trudy Murphy, M. Shaun Huber, Janice |
author_sort |
Cardinal, Trudy |
title |
Movements toward living relationally ethical assessment making: Bringing indigenous ways of being, knowing, and doing alongside narrative inquiry as pedagogy |
title_short |
Movements toward living relationally ethical assessment making: Bringing indigenous ways of being, knowing, and doing alongside narrative inquiry as pedagogy |
title_full |
Movements toward living relationally ethical assessment making: Bringing indigenous ways of being, knowing, and doing alongside narrative inquiry as pedagogy |
title_fullStr |
Movements toward living relationally ethical assessment making: Bringing indigenous ways of being, knowing, and doing alongside narrative inquiry as pedagogy |
title_full_unstemmed |
Movements toward living relationally ethical assessment making: Bringing indigenous ways of being, knowing, and doing alongside narrative inquiry as pedagogy |
title_sort |
movements toward living relationally ethical assessment making: bringing indigenous ways of being, knowing, and doing alongside narrative inquiry as pedagogy |
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2019 |
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https://dialnet.unirioja.es/servlet/oaiart?codigo=7856899 |
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ENVELOPE(-58.750,-58.750,-64.500,-64.500) |
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Canada Deseo |
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Canada Deseo |
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anishina* |
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anishina* |
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RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales, ISSN 2530-3791, Vol. 33, Nº 94, 3, 2019 (Ejemplar dedicado a: Narrativas en la formación del profesorado), pags. 121-140 |
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https://dialnet.unirioja.es/servlet/oaiart?codigo=7856899 (Revista) ISSN 0213-8646 (Revista) ISSN 2530-3791 |
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ftdialnet:oai:dialnet.unirioja.es:ART0001447087 2023-05-15T13:28:54+02:00 Movements toward living relationally ethical assessment making: Bringing indigenous ways of being, knowing, and doing alongside narrative inquiry as pedagogy Cardinal, Trudy Murphy, M. Shaun Huber, Janice 2019 application/pdf https://dialnet.unirioja.es/servlet/oaiart?codigo=7856899 eng eng https://dialnet.unirioja.es/servlet/oaiart?codigo=7856899 (Revista) ISSN 0213-8646 (Revista) ISSN 2530-3791 LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales, ISSN 2530-3791, Vol. 33, Nº 94, 3, 2019 (Ejemplar dedicado a: Narrativas en la formación del profesorado), pags. 121-140 Indagación narrativa como pedagogía Creación de evaluaciones relacionales y éticas Modos indígenas de hacer pensar y ser Narrative inquiry as pedagogy Relationally ethical assessment making Indigenous ways of being knowing and doing text (article) 2019 ftdialnet 2022-05-11T07:44:26Z As teacher educators deeply committed to relational narrative inquiry and the centrality of living in relationally ethical ways alongside co-researchers, our initial turns toward living narrative inquiry as pedagogy were inspired by wanting to live in relationally ethical ways alongside undergraduate and graduate students. Following the sudden passing in 2015 of Singing Turtle Woman—Anishinabe kweElder, scholar, and long-time friend and research collaborator Mary Isabelle Young, we often told and retold stories of how her teachings of Pimosayta (learning to walk together) and Pimatisiwin (walking in a good way) were continuing to guide us. In this midst we gradually realized that Mary’s teachings opened potential in conjunction with our desires to live/practice relationally ethical assessment making alongside students. As we engage in autobiographical narrative inquiry into our recent coming alongside undergraduate and graduate students, in two Assessment as Pimosayta courses in two differing teacher education programs in Canada, we show how our bringing Indigenous ways of being, knowing, and doing alongside our practicing narrative inquiry as pedagogy supported our movements toward living relationally ethical assessment making. Como formadores de docentes profundamente comprometidos con la indagación narrativa, la aproximación que desarrollamos en el presente artículo tiene que ver con los modos en los que la indagación narrativa es vivida como pedagogía. Este modo de concebir la indagación narrativa tiene que ver con el deseo de querer vivir de manera relacional y ética junto a nuestros coinvestigadores y estudiantes de pregrado y posgrado. En 2015, tras el repentino fallecimiento de Mary Isabelle Young, Singing Turtle Woman, Anishinabe kwe Elder, erudita, amiga y coinvestigadora, a menudo contamos y volvemos a narrar historias de cómo sus enseñanzas siguen guiándonos. Enseñanzas de Pimosayta (aprendiendo a caminar juntas) y Pimatisiwin (caminando en el buen sentido) que se nos hacían presentes en nuestras ... Article in Journal/Newspaper anishina* Dialnet - Portada de revistas (Universidad de La Rioja) Canada Deseo ENVELOPE(-58.750,-58.750,-64.500,-64.500) |