ȻENTOL TŦE TEṈEW̱ (together with the land) Part 2: Indigenous Frontline Practice as Resurgence
In this paper, Part 2 of a two-paper series, we extend our learning on land- and water-based pedagogies from Part 1 to outline broader debates about upholding resurgence in frontline practice with Indigenous children, youth, and families. This article shares key learning from an Indigenous land- and...
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fterudit:oai:erudit.org:1070672ar 2023-05-15T16:16:52+02:00 ȻENTOL TŦE TEṈEW̱ (together with the land) Part 2: Indigenous Frontline Practice as Resurgence de Finney, Sandrina Wright Cardinal, Sarah Mowatt, Morgan Claxton, Nick XEMŦOLTW̱ Alphonse, Danielle Underwood, Tracy Kelly, Leanne Andrew, Keenan 2020 http://id.erudit.org/iderudit/1070672ar https://doi.org/10.18357/ijcyfs113202019698 en eng University of Victoria Érudit International Journal of Child, Youth and Family Studies vol. 11 no. 3 (2020) http://id.erudit.org/iderudit/1070672ar doi:10.18357/ijcyfs113202019698 Copyright © University of Victoria, 2020 Indigenous child and youth care land-based water-based Indigenous practice Indigenous children youth and families resurgence child youth and family services youth work child and youth care decolonizing child and youth care text 2020 fterudit https://doi.org/10.18357/ijcyfs113202019698 2021-09-18T23:34:52Z In this paper, Part 2 of a two-paper series, we extend our learning on land- and water-based pedagogies from Part 1 to outline broader debates about upholding resurgence in frontline practice with Indigenous children, youth, and families. This article shares key learning from an Indigenous land- and water-based institute held from 2019 to 2020 that was facilitated by knowledge keepers from local First Nations and coordinated by faculty mentors from the School of Child and Youth Care at the University of Victoria. The purpose of the one-year institute was to convene a circle of Indigenous graduate students and faculty to engage in land- and water-based learning and meaningful mentoring connections with Indigenous Old Ones, Elders, and knowledge keepers. Students participated in land- and water-based activities and ceremonies, learning circles, and writing workshops, and were invited to develop and share culturally grounded frameworks to inform their frontline practice with children, youth, families, and communities. Drawing on a storytelling approach to share our learning from this institute, we explore the praxis and challenges of resurgence in deeply damaging colonial contexts. Our individual and collective reflections on Indigenous land-based pedagogies focus on local knowledges, our own diverse perspectives and frontline work, and ethical land and community engagements as integral to resurgent Indigenous practice. Text First Nations Érudit.org (Université Montréal) International Journal of Child, Youth and Family Studies 11 3 34 55 |
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Open Polar |
collection |
Érudit.org (Université Montréal) |
op_collection_id |
fterudit |
language |
English |
topic |
Indigenous child and youth care land-based water-based Indigenous practice Indigenous children youth and families resurgence child youth and family services youth work child and youth care decolonizing child and youth care |
spellingShingle |
Indigenous child and youth care land-based water-based Indigenous practice Indigenous children youth and families resurgence child youth and family services youth work child and youth care decolonizing child and youth care de Finney, Sandrina Wright Cardinal, Sarah Mowatt, Morgan Claxton, Nick XEMŦOLTW̱ Alphonse, Danielle Underwood, Tracy Kelly, Leanne Andrew, Keenan ȻENTOL TŦE TEṈEW̱ (together with the land) Part 2: Indigenous Frontline Practice as Resurgence |
topic_facet |
Indigenous child and youth care land-based water-based Indigenous practice Indigenous children youth and families resurgence child youth and family services youth work child and youth care decolonizing child and youth care |
description |
In this paper, Part 2 of a two-paper series, we extend our learning on land- and water-based pedagogies from Part 1 to outline broader debates about upholding resurgence in frontline practice with Indigenous children, youth, and families. This article shares key learning from an Indigenous land- and water-based institute held from 2019 to 2020 that was facilitated by knowledge keepers from local First Nations and coordinated by faculty mentors from the School of Child and Youth Care at the University of Victoria. The purpose of the one-year institute was to convene a circle of Indigenous graduate students and faculty to engage in land- and water-based learning and meaningful mentoring connections with Indigenous Old Ones, Elders, and knowledge keepers. Students participated in land- and water-based activities and ceremonies, learning circles, and writing workshops, and were invited to develop and share culturally grounded frameworks to inform their frontline practice with children, youth, families, and communities. Drawing on a storytelling approach to share our learning from this institute, we explore the praxis and challenges of resurgence in deeply damaging colonial contexts. Our individual and collective reflections on Indigenous land-based pedagogies focus on local knowledges, our own diverse perspectives and frontline work, and ethical land and community engagements as integral to resurgent Indigenous practice. |
format |
Text |
author |
de Finney, Sandrina Wright Cardinal, Sarah Mowatt, Morgan Claxton, Nick XEMŦOLTW̱ Alphonse, Danielle Underwood, Tracy Kelly, Leanne Andrew, Keenan |
author_facet |
de Finney, Sandrina Wright Cardinal, Sarah Mowatt, Morgan Claxton, Nick XEMŦOLTW̱ Alphonse, Danielle Underwood, Tracy Kelly, Leanne Andrew, Keenan |
author_sort |
de Finney, Sandrina |
title |
ȻENTOL TŦE TEṈEW̱ (together with the land) Part 2: Indigenous Frontline Practice as Resurgence |
title_short |
ȻENTOL TŦE TEṈEW̱ (together with the land) Part 2: Indigenous Frontline Practice as Resurgence |
title_full |
ȻENTOL TŦE TEṈEW̱ (together with the land) Part 2: Indigenous Frontline Practice as Resurgence |
title_fullStr |
ȻENTOL TŦE TEṈEW̱ (together with the land) Part 2: Indigenous Frontline Practice as Resurgence |
title_full_unstemmed |
ȻENTOL TŦE TEṈEW̱ (together with the land) Part 2: Indigenous Frontline Practice as Resurgence |
title_sort |
ȼentol tŧe teṉew̱ (together with the land) part 2: indigenous frontline practice as resurgence |
publisher |
University of Victoria |
publishDate |
2020 |
url |
http://id.erudit.org/iderudit/1070672ar https://doi.org/10.18357/ijcyfs113202019698 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
International Journal of Child, Youth and Family Studies vol. 11 no. 3 (2020) http://id.erudit.org/iderudit/1070672ar doi:10.18357/ijcyfs113202019698 |
op_rights |
Copyright © University of Victoria, 2020 |
op_doi |
https://doi.org/10.18357/ijcyfs113202019698 |
container_title |
International Journal of Child, Youth and Family Studies |
container_volume |
11 |
container_issue |
3 |
container_start_page |
34 |
op_container_end_page |
55 |
_version_ |
1766002715705475072 |