On Intersectionality: Decolonization, Inclusion, and Diversity-focused Pedagogies
The focus of this Special Issue (English) is to divert attention from the insidious global discourses centered on the re-assertion of white dominance through anti-immigration policies, and shift the conversation to one centered on the important work being done in graduate educational research that a...
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fttriple:oai:gotriple.eu:oai:doaj.org/article:fed4a2f3a7ca46329cfd1c2393a422cd 2023-05-15T16:55:10+02:00 On Intersectionality: Decolonization, Inclusion, and Diversity-focused Pedagogies Joelle Nagle 2017-05-01 https://doaj.org/article/fed4a2f3a7ca46329cfd1c2393a422cd en fr eng fre Canadian Society for Studies in Education 1916-9221 https://doaj.org/article/fed4a2f3a7ca46329cfd1c2393a422cd undefined Canadian Journal for New Scholars in Education, Vol 8, Iss 1 (2017) Settler Colonialism Racism Reconciliation Intersectionality hisphilso art Journal Article https://vocabularies.coar-repositories.org/resource_types/c_6501/ 2017 fttriple 2023-01-22T19:37:32Z The focus of this Special Issue (English) is to divert attention from the insidious global discourses centered on the re-assertion of white dominance through anti-immigration policies, and shift the conversation to one centered on the important work being done in graduate educational research that acknowledge our history and reflects on our role(s) in the continued treatment of Indigenous peoples and people of colour within Canada. This is with the aim to engage in anti-oppressive pedagogies that not only envisage reconciliation, but that consider action towards reconciliation. This is evidenced through a discourse analysis of the First Nation, Métis, and Inuit Education Policy Framework in Ontario (Currie-Patterson & Watson), a quanti-qualitative study on racism and reverse racism with teachers in Alberta (Lorenz), an exploration of the historical and contemporary impacts of racism on children of colour in our schools (Brady), and the examination of the Truth and Reconciliation Commission of Canada’s First Report and the consideration of a context-responsive pedagogical framework for an education for reconciliation (Siemens). Article in Journal/Newspaper inuit Unknown Canada Currie ENVELOPE(49.200,49.200,-67.700,-67.700) |
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language |
English French |
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Settler Colonialism Racism Reconciliation Intersectionality hisphilso art |
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Settler Colonialism Racism Reconciliation Intersectionality hisphilso art Joelle Nagle On Intersectionality: Decolonization, Inclusion, and Diversity-focused Pedagogies |
topic_facet |
Settler Colonialism Racism Reconciliation Intersectionality hisphilso art |
description |
The focus of this Special Issue (English) is to divert attention from the insidious global discourses centered on the re-assertion of white dominance through anti-immigration policies, and shift the conversation to one centered on the important work being done in graduate educational research that acknowledge our history and reflects on our role(s) in the continued treatment of Indigenous peoples and people of colour within Canada. This is with the aim to engage in anti-oppressive pedagogies that not only envisage reconciliation, but that consider action towards reconciliation. This is evidenced through a discourse analysis of the First Nation, Métis, and Inuit Education Policy Framework in Ontario (Currie-Patterson & Watson), a quanti-qualitative study on racism and reverse racism with teachers in Alberta (Lorenz), an exploration of the historical and contemporary impacts of racism on children of colour in our schools (Brady), and the examination of the Truth and Reconciliation Commission of Canada’s First Report and the consideration of a context-responsive pedagogical framework for an education for reconciliation (Siemens). |
format |
Article in Journal/Newspaper |
author |
Joelle Nagle |
author_facet |
Joelle Nagle |
author_sort |
Joelle Nagle |
title |
On Intersectionality: Decolonization, Inclusion, and Diversity-focused Pedagogies |
title_short |
On Intersectionality: Decolonization, Inclusion, and Diversity-focused Pedagogies |
title_full |
On Intersectionality: Decolonization, Inclusion, and Diversity-focused Pedagogies |
title_fullStr |
On Intersectionality: Decolonization, Inclusion, and Diversity-focused Pedagogies |
title_full_unstemmed |
On Intersectionality: Decolonization, Inclusion, and Diversity-focused Pedagogies |
title_sort |
on intersectionality: decolonization, inclusion, and diversity-focused pedagogies |
publisher |
Canadian Society for Studies in Education |
publishDate |
2017 |
url |
https://doaj.org/article/fed4a2f3a7ca46329cfd1c2393a422cd |
long_lat |
ENVELOPE(49.200,49.200,-67.700,-67.700) |
geographic |
Canada Currie |
geographic_facet |
Canada Currie |
genre |
inuit |
genre_facet |
inuit |
op_source |
Canadian Journal for New Scholars in Education, Vol 8, Iss 1 (2017) |
op_relation |
1916-9221 https://doaj.org/article/fed4a2f3a7ca46329cfd1c2393a422cd |
op_rights |
undefined |
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1766046159806136320 |