Movements toward living relationally ethical assessment making ; birnging indigenous ways of being, knowing, and doing alongside narrative inquiry as Pedagogy
As teacher educators deeply committed to relational narrative inquiry and the centrality of living in relationally ethical ways alongside co-researchers, our initial turns toward living narrative inquiry as pedagogy in teacher education were inspired by wanting to live in relationally ethical ways a...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/118565 |
| Acceso en línea: | https://doi.org/10.47553/rifop.v33i3.75248 http://hdl.handle.net/10201/118565 |
| Access Level: | acceso abierto |
| Palabra clave: | Narrative inquiry as pedagogy Relationally ethical assessment making Indigenous ways of being Kowning and doing Indagación narrativa como pedagogía Creación de evaluaciones relacionales y éticas Modos indígenas de hacer, pensar y ser CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
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Movements toward living relationally ethical assessment making ; birnging indigenous ways of being, knowing, and doing alongside narrative inquiry as PedagogyMovimientos hacia la posibilidad de vivir relacional y éticamente la evaluación : traer modos indígenas de ser, conocer y hacer junto a la vivencia de la indagación narrativa como pedagogíaCardinal, TrudyMurphy, M. ShaunHuber, JaniceNarrative inquiry as pedagogyRelationally ethical assessment makingIndigenous ways of beingKowning and doingIndagación narrativa como pedagogíaCreación de evaluaciones relacionales y éticasModos indígenas de hacer, pensar y serCDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libreAs teacher educators deeply committed to relational narrative inquiry and the centrality of living in relationally ethical ways alongside co-researchers, our initial turns toward living narrative inquiry as pedagogy in teacher education were inspired by wanting to live in relationally ethical ways alongside undergraduate and graduate students. Following the sudden passing in 2015 of Singing Turtle Woman—Anishinabe kwe Elder, scholar, and long-time friend and research collaborator Mary Isabelle Young, we often told and retold stories of how her teachings of Pimosayta (learning to walk together) and Pimatisiwin (walking in a good way) were continuing to guide us. We realized Mary’s teachings opened potential in our desires to live/practice relationally ethical assessment making alongside students. As we engage in autobiographical narrative inquiry into our recent coming alongside undergraduate and graduate students, in two Assessment as Pimosayta courses in two differing teacher education programs in Canada, we show how our bringing Indigenous ways of being, knowing, and doing alongside our practicing narrative inquiry as pedagogy supported our movements toward living relationally ethical assessment making.Como formadores de docentes profundamente comprometidos con la indagación narrativa, la aproximación que desarrollamos en el presente artículo tiene que ver con los modos en los que la indagación narrativa es vivida como pedagogía. Este modo de concebir la indagación narrativa tiene que ver con el deseo de querer vivir de manera relacional y ética junto a nuestros coinvestigadores y estudiantes de pregrado y posgrado. En 2015, tras el repentino fallecimiento de Mary Isabelle Young, Singing Turtle Woman, Anishinabe kwe Elder, erudita, amiga y coinvestigadora, a menudo contamos y volvemos a narrar historias de cómo sus enseñanzas siguen guiándonos. Enseñanzas de Pimosayta (aprendiendo a caminar juntas) y Pimatisiwin (caminando en el buen sentido) que se nos hacían presentes en nuestras clases e investigaciones. Compartir las enseñanzas de Mary potenció nuestros deseos de vivir y poner en práctica la creación de evaluaciones relacionalmente éticas junto con nuestros estudiantes de grado y pregrado. Asimismo, en este artículo mostramos nuestras indagaciones narrativas autobiográficas como formadores realizadas en dos programas de Formación Inicial del Profesorado en los que ponemos en juego la evaluación como Pimosayta. En ambos programas, situados en dos universidades canadienses diversas, reconocemos y honramos formas indígenas de ser, conocer y hacer junto con nuestras estudiantes. En este sentido, la indagación narrativa como práctica pedagógica apoya nuestros movimientos hacia la realización de evaluaciones relacionales éticas.Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)202220222019info:eu-repo/semantics/articleapplication/pdf20application/pdfhttps://doi.org/10.47553/rifop.v33i3.75248http://hdl.handle.net/10201/118565reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murciainstname:Universidad de MurciaInglésSin financiación externa a la Universidadinfo:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:digitum.um.es:10201/1185652026-05-27T12:40:41Z |
| dc.title.none.fl_str_mv |
Movements toward living relationally ethical assessment making ; birnging indigenous ways of being, knowing, and doing alongside narrative inquiry as Pedagogy Movimientos hacia la posibilidad de vivir relacional y éticamente la evaluación : traer modos indígenas de ser, conocer y hacer junto a la vivencia de la indagación narrativa como pedagogía |
| title |
Movements toward living relationally ethical assessment making ; birnging indigenous ways of being, knowing, and doing alongside narrative inquiry as Pedagogy |
| spellingShingle |
Movements toward living relationally ethical assessment making ; birnging indigenous ways of being, knowing, and doing alongside narrative inquiry as Pedagogy Cardinal, Trudy Narrative inquiry as pedagogy Relationally ethical assessment making Indigenous ways of being Kowning and doing Indagación narrativa como pedagogía Creación de evaluaciones relacionales y éticas Modos indígenas de hacer, pensar y ser CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
| title_short |
Movements toward living relationally ethical assessment making ; birnging indigenous ways of being, knowing, and doing alongside narrative inquiry as Pedagogy |
| title_full |
Movements toward living relationally ethical assessment making ; birnging indigenous ways of being, knowing, and doing alongside narrative inquiry as Pedagogy |
| title_fullStr |
Movements toward living relationally ethical assessment making ; birnging indigenous ways of being, knowing, and doing alongside narrative inquiry as Pedagogy |
| title_full_unstemmed |
Movements toward living relationally ethical assessment making ; birnging indigenous ways of being, knowing, and doing alongside narrative inquiry as Pedagogy |
| title_sort |
Movements toward living relationally ethical assessment making ; birnging indigenous ways of being, knowing, and doing alongside narrative inquiry as Pedagogy |
| dc.creator.none.fl_str_mv |
Cardinal, Trudy Murphy, M. Shaun Huber, Janice |
| author |
Cardinal, Trudy |
| author_facet |
Cardinal, Trudy Murphy, M. Shaun Huber, Janice |
| author_role |
author |
| author2 |
Murphy, M. Shaun Huber, Janice |
| author2_role |
author author |
| dc.subject.none.fl_str_mv |
Narrative inquiry as pedagogy Relationally ethical assessment making Indigenous ways of being Kowning and doing Indagación narrativa como pedagogía Creación de evaluaciones relacionales y éticas Modos indígenas de hacer, pensar y ser CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
| topic |
Narrative inquiry as pedagogy Relationally ethical assessment making Indigenous ways of being Kowning and doing Indagación narrativa como pedagogía Creación de evaluaciones relacionales y éticas Modos indígenas de hacer, pensar y ser CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre |
| description |
As teacher educators deeply committed to relational narrative inquiry and the centrality of living in relationally ethical ways alongside co-researchers, our initial turns toward living narrative inquiry as pedagogy in teacher education were inspired by wanting to live in relationally ethical ways alongside undergraduate and graduate students. Following the sudden passing in 2015 of Singing Turtle Woman—Anishinabe kwe Elder, scholar, and long-time friend and research collaborator Mary Isabelle Young, we often told and retold stories of how her teachings of Pimosayta (learning to walk together) and Pimatisiwin (walking in a good way) were continuing to guide us. We realized Mary’s teachings opened potential in our desires to live/practice relationally ethical assessment making alongside students. As we engage in autobiographical narrative inquiry into our recent coming alongside undergraduate and graduate students, in two Assessment as Pimosayta courses in two differing teacher education programs in Canada, we show how our bringing Indigenous ways of being, knowing, and doing alongside our practicing narrative inquiry as pedagogy supported our movements toward living relationally ethical assessment making. |
| publishDate |
2019 |
| dc.date.none.fl_str_mv |
2019 2022 2022 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article |
| format |
article |
| dc.identifier.none.fl_str_mv |
https://doi.org/10.47553/rifop.v33i3.75248 http://hdl.handle.net/10201/118565 |
| url |
https://doi.org/10.47553/rifop.v33i3.75248 http://hdl.handle.net/10201/118565 |
| dc.language.none.fl_str_mv |
Inglés |
| language_invalid_str_mv |
Inglés |
| dc.relation.none.fl_str_mv |
Sin financiación externa a la Universidad |
| dc.rights.none.fl_str_mv |
info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| eu_rights_str_mv |
openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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application/pdf 20 application/pdf |
| dc.publisher.none.fl_str_mv |
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP) |
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Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP) |
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reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murcia instname:Universidad de Murcia |
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Universidad de Murcia |
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DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
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DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
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