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...
Published in: | International Journal of Child, Youth and Family Studies |
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School of Child and Youth Care, University of Victoria, B.C. Canada
2020
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Online Access: | https://journals.uvic.ca/index.php/ijcyfs/article/view/19698 https://doi.org/10.18357/ijcyfs113202019698 |
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ftunivictoriaojs:oai:journals.uvic.ca:article/19698 2023-07-16T03:58:28+02:00 ȻENTOL TŦE TEṈEW̱ (TOGETHER WITH THE LAND): PART 2: INDIGENOUS FRONTLINE PRACTICE AS RESURGENCE de Finney, Sandrina Wright Cardinal, Sarah Mowatt, Morgan XEMŦOLTW̱ Claxton, Nick Alphonse, Danielle Underwood, Tracy Kelly, Leanne Andrew, Keenan 2020-07-08 application/pdf https://journals.uvic.ca/index.php/ijcyfs/article/view/19698 https://doi.org/10.18357/ijcyfs113202019698 eng eng School of Child and Youth Care, University of Victoria, B.C. Canada https://journals.uvic.ca/index.php/ijcyfs/article/view/19698/8624 https://journals.uvic.ca/index.php/ijcyfs/article/view/19698 doi:10.18357/ijcyfs113202019698 Copyright (c) 2020 Sandrina de Finney, Sarah Wright Cardinal, Morgan Mowatt, Nick Claxton, Danielle Alphonse, Tracy Underwood, Leanne Kelly, Keenan Andrew International Journal of Child, Youth and Family Studies; Vol. 11 No. 3 (2020): Special Issue: An Exploration of Child and Youth Care Pedagogy and Curriculum; 34-55 1920-7298 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion research-article 2020 ftunivictoriaojs https://doi.org/10.18357/ijcyfs113202019698 2023-06-27T18:30:19Z 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. Article in Journal/Newspaper First Nations University of Victoria (Canada): Journal Publishing Service International Journal of Child, Youth and Family Studies 11 3 34 55 |
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Open Polar |
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University of Victoria (Canada): Journal Publishing Service |
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ftunivictoriaojs |
language |
English |
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 |
Article in Journal/Newspaper |
author |
de Finney, Sandrina Wright Cardinal, Sarah Mowatt, Morgan XEMŦOLTW̱ Claxton, Nick Alphonse, Danielle Underwood, Tracy Kelly, Leanne Andrew, Keenan |
spellingShingle |
de Finney, Sandrina Wright Cardinal, Sarah Mowatt, Morgan XEMŦOLTW̱ Claxton, Nick Alphonse, Danielle Underwood, Tracy Kelly, Leanne Andrew, Keenan ȻENTOL TŦE TEṈEW̱ (TOGETHER WITH THE LAND): PART 2: INDIGENOUS FRONTLINE PRACTICE AS RESURGENCE |
author_facet |
de Finney, Sandrina Wright Cardinal, Sarah Mowatt, Morgan XEMŦOLTW̱ Claxton, Nick 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 |
School of Child and Youth Care, University of Victoria, B.C. Canada |
publishDate |
2020 |
url |
https://journals.uvic.ca/index.php/ijcyfs/article/view/19698 https://doi.org/10.18357/ijcyfs113202019698 |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
International Journal of Child, Youth and Family Studies; Vol. 11 No. 3 (2020): Special Issue: An Exploration of Child and Youth Care Pedagogy and Curriculum; 34-55 1920-7298 |
op_relation |
https://journals.uvic.ca/index.php/ijcyfs/article/view/19698/8624 https://journals.uvic.ca/index.php/ijcyfs/article/view/19698 doi:10.18357/ijcyfs113202019698 |
op_rights |
Copyright (c) 2020 Sandrina de Finney, Sarah Wright Cardinal, Morgan Mowatt, Nick Claxton, Danielle Alphonse, Tracy Underwood, Leanne Kelly, Keenan Andrew |
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_ |
1771545586920587264 |