Disruptions at the edges: Ecotone crossing with Black and Indigenous creative pedagogues. Issue 2 (15th March 2022)

• Record Type: Journal Article
• Authors: Butler, Tamara T.
• Is Part Of: Curriculum inquiry. Volume 52:Issue 2(2022)
• Page Start: 205
• Page End: 217
• Publication Date: 2022-03-15
• Subjects: Black studies -- critical literacy -- curriculum studies -- ecotones -- land education -- poetry -- teacher education; Education -- Curricula -- Periodicals; 375.0005
• DOI: 10.1080/03626784.2022.2041979
• Languages: English
• ISSNs: 0362-6784

Abstract

Abstract: In this article, I lean toward the ecological site of ecotone and the act of crossing to think about the pedagogical decisions I made as a scholar and practitioner teaching Black studies and English education classes. Within the classroom, I suggest centering Black and Indigenous women's poetry to help students think about interdependence, ecological precarity, and ethical engagements. Black and Indigenous poets invite us to move beyond our disciplines into a cultivated ecotone, or space where we can unearth anti-Blackness in environmental education and invite intellectual curiosity and self-reflection. What is documented here is how I used my location between two disciplines, and intellectual curiosity in other fields/disciplines, to activate ecotonal crossings with my students that can move us toward more transformative ways of teaching, learning, and knowing.