"Two-Eyed Seeing": Moving from Paralysis to Action in Understanding the Legacy of Indian Residential Schools in British Columbia, Canada. Issue 3 (3rd July 2017)

• Record Type: Journal Article
• Authors: Kay, Cheryl
• Is Part Of: Journal of dance education. Volume 17:Issue 3(2017)
• Page Start: 106
• Page End: 114
• Publication Date: 2017-07-03
• Subjects: Dance -- Study and teaching -- Periodicals; Dance -- Study and teaching -- United States -- Periodicals; 792.8071
• DOI: 10.1080/15290824.2017.1334260
• Languages: English
• ISSNs: 1529-0824

Abstract

ABSTRACT: This article documents a reflexive personal teacher narrative (Brookfield 1995; Cochran-Smith and Lytle 2009; Humphreys 2005; Hamilton, Smith, and Worthington 2009; Larrivee 2010) about understanding the legacy of the Indian Residential School experience for indigenous people of British Columbia, Canada. In 2015, a new curriculum was introduced. I felt curiously ill-prepared to use my skill set as an experienced dance educator to build awareness about this issue. Empowered by the idea of "two-eyed seeing" explained by Mi'kmaw Elder Albert Marshall, which acknowledges two sides to the healing process, I began to move forward. Through a process of artistic introspection, circular reflection, and collegial collaboration, I was able to reposition myself so that I better understood the issues involved and my stance within them. Knowing that dance is not well understood for its place in education, I recall this journey so other dance educators and teachers can also move beyond paralysis to action.