Tricky Stories: Settler-Academic Reflections on Anti-Colonial Teaching. Issue 2 (3rd July 2019)

• Record Type: Journal Article
• Authors: Tamas, Sophie
• Is Part Of: GeoHumanities. Volume 5:Issue 2(2019)
• Page Start: 376
• Page End: 385
• Publication Date: 2019-07-03
• Subjects: stories -- teaching -- Indigenous methods; 故事 -- 教学 -- 原住民方法。; enseñanza -- historias -- métodos indígenas; Arts and geography -- Periodicals; Human geography -- Periodicals; 304.2
• DOI: 10.1080/2373566X.2019.1652105
• Languages: English
• ISSNs: 2373-566X

Abstract

Abstract : Personal stories and storytelling often appear as part of an effort to decolonize our approaches to teaching and learning. However, it can be difficult to develop adequately Indigenous-informed, anti-colonial storytelling practices, especially for non-Indigenous settler–academics and would-be allies situated in colonial institutions. The lessons learned from feminist or anti-oppressive narrative-based pedagogies might help but they do not account for Indigenous epistemic differences. In this paper, I reflect upon the questions and challenges that I encounter in my practice of using quasi–Indigenous stories to unsettle mainstream approaches to knowledge in the geography classroom. Rather than presenting a clear set of solutions, I hope to evoke and share the uncertainty that this work invites.