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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ftrecyt:oai::article/75248 2023-05-15T13:28:42+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 2019-12-05 application/pdf https://recyt.fecyt.es/index.php/RIFOP/article/view/75248 https://doi.org/10.9685/75248 eng eng Asociación Universitaria de Formación del Profesorado (AUFOP) https://recyt.fecyt.es/index.php/RIFOP/article/view/75248/47525 https://recyt.fecyt.es/index.php/RIFOP/article/view/75248 doi:10.9685/75248 Derechos de autor 2019 Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales; Vol. 33 Núm. 3 (2019): Narrativas en la formación del profesorado 2530-3791 0213-8646 10.9685/i3726 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2019 ftrecyt https://doi.org/10.9685/75248 2020-07-08T03:40:29Z 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. Article in Journal/Newspaper anishina* RECyT (Repositorio Español de Ciencia y Tecnología) Canada |
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RECyT (Repositorio Español de Ciencia y Tecnología) |
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ftrecyt |
language |
English |
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. |
format |
Article in Journal/Newspaper |
author |
Cardinal, Trudy Murphy, M. Shaun Huber, Janice |
spellingShingle |
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 |
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 |
publisher |
Asociación Universitaria de Formación del Profesorado (AUFOP) |
publishDate |
2019 |
url |
https://recyt.fecyt.es/index.php/RIFOP/article/view/75248 https://doi.org/10.9685/75248 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
anishina* |
genre_facet |
anishina* |
op_source |
Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales; Vol. 33 Núm. 3 (2019): Narrativas en la formación del profesorado 2530-3791 0213-8646 10.9685/i3726 |
op_relation |
https://recyt.fecyt.es/index.php/RIFOP/article/view/75248/47525 https://recyt.fecyt.es/index.php/RIFOP/article/view/75248 doi:10.9685/75248 |
op_rights |
Derechos de autor 2019 Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales |
op_doi |
https://doi.org/10.9685/75248 |
_version_ |
1765995177631023104 |