Family stories as resources for a decolonial culturally responsive pedagogy

Engagement with family stories, religious and community practices can change a teacher's conception of thought. We propose teaching as thinking-with the world and teaching as thinking-with others. These terms draw on the philosophy of new materialist thinkers in expressing the ontological impac...

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Bibliographic Details
Published in:Discourse (Abingdon, England) England), 2022-09, Vol.43 (5), p.804-820
Main Authors: Hickey-Moody, Anna, Horn, Christine
Format: Article
Language:English
Subjects:
Cultural literacy
Culturally Relevant Education
Decolonial culturally responsive pedagogy
Decolonization
Discourse analysis
Ethnography
Families & family life
Family (Sociological Unit)
Family influence
Genealogy
intercultural education
Learning environment
Migrants
Multicultural education
New Materialism
Pedagogy
Racism
Refugees
Social & emotional learning
social and emotional learning
Social and emotional learning (SEL)
Social development
Story Telling
Student Experience
Students
Teaching practice
Teaching process
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Summary:Engagement with family stories, religious and community practices can change a teacher's conception of thought. We propose teaching as thinking-with the world and teaching as thinking-with others. These terms draw on the philosophy of new materialist thinkers in expressing the ontological impacts of context and materiality. We explore the relationship between teaching and thinking as a distributed and engaged practice by investigating family stories as an avenue for teachers to pedagogically engage with student's lived experiences. We work with students as valued contributors to the learning environment, irrespective of academic achievements. We argue that engaging with family and faith stories as constitutional of thinking about, and doing, pedagogy can challenge the persistent racism. We are interested in experiential ways of knowing and modes of paying attention to the social and emotional learning that takes place as part of a pedagogic culture of care.
ISSN:0159-6306
1469-3739
DOI:10.1080/01596306.2022.2062834