Résumés
Abstract
Where do we learn? What are our experiences of relationships in those contexts? Could teaching a course outside activate the wâhkôhtowin imagination? Can walking begin to repair relationships? Donald suggests that it can; and yet, another of the concepts Donald discusses, that of fort pedagogy, cautions us to listen and not claim. Is it possible for me, a White descendent of European immigrants, to learn from the wâhkôhtowin imagination without re-enacting fort pedagogy? In this article, I examine possibilities for anti-colonial pedagogy as I reflect on a student’s learning experiences—my own—from my dual positionality as PhD student and English literature instructor. Thinking alongside Indigenous Métissage (Donald, 2009, 2012), fort pedagogy (Donald, 2009), and the wâhkôhtowin imagination (Donald, 2021), I examine my experiences in an innovative graduate English course taught largely outside and consider ways pedagogy can shift relationships to place and to one another.
Keywords:
- anti-colonial pedagogy,
- imagination,
- Indigenous ways of knowing,
- place-based learning,
- reciprocity,
- wâhkôhtowin
Résumé
Où apprenons-nous ? Quelles sont nos expériences des relations dans ces contextes ? L’enseignement d’un cours à l’extérieur peut-il activer l’imagination des wâhkôhtowin ? La marche peut-elle commencer à réparer les relations ? Donald (2021) suggère que c’est possible ; et pourtant, un autre des concepts abordés par Donald, celui de la « fort pedagogy » (2009), nous encourage à écouter plutôt qu’à demander. Est-il possible pour moi, nouvelle arrivante blanche de cinquième génération, d’apprendre de l’imagination wâhkôhtowin sans participer à des tendances assimilationnistes ni reproduire la « fort pedagogy » ? Dans cet article, j’examine les possibilités de pratiques pédagogiques décoloniales en réfléchissant aux expériences d’apprentissage d’une étudiante — la mienne — à partir de ma double position d’étudiante au doctorat et d’enseignante de littérature anglaise. J’explore les concepts de « Indigenous Métissage » (Donald, 2009), de « fort pedagogy » (Donald, 2009) et d’imagination wâhkôhtowin (Donald, 2021) dans le contexte de mes expériences dans un cours d’anglais enseigné à l’extérieur, dans la nature, et j’examine les façons dont la pédagogie peut transformer les relations au lieu et à l’autre.
Mots-clés :
- pédagogie anticoloniale,
- imagination,
- façons de savoir autochtones,
- apprentissage sur le terrain,
- réciprocité,
- wâhkôhtowin
Parties annexes
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