Open AccessReading Silenced Narratives: A Curricular Journey into Innu Poetry and Reconciliation
Author(s) -
Julie Vaudrin-Charette
Publication year - 2015
Publication title -
in education
Language(s) - English
Resource type - Journals
ISSN - 1927-6117
DOI - 10.37119/ojs2015.v21i2.223
Subject(s) - narrative , silence , reading (process) , poetry , indigenous , postcolonialism (international relations) , sociology , curriculum , literature , aesthetics , space (punctuation) , history , gender studies , art , pedagogy , linguistics , philosophy , ecology , biology
Using a life writing research methodology in this article, I seek to understand the complexities implicated in reading silenced narratives as a way towards reconciling internations relationships. To do so, I weave in the poetical territories of Josephine Bacon, Innu poet from Pessiamit, Quebec. I analyse how a poetic text has created spaces for reinterpreting silence[s], that journey into and beyond my whispered narratives as an emerging, settler scholar and curriculum theorist. As I tune into several layers of silences, I examine the pedagogical implications lying within public and intimate territories of silenced narratives and the narrative(s) of silence(s) in our various practices as educators.Keywords: Postcolonialism; Indigenous education; educator's role; pedagogyFigure 1. A visual abstract is offered here as an alternative way to enter the space of silenced narratives of symbolic literacies (see Battiste, 1986).