Suchergebnisse

In this paper, I invite you into some considerations of what autoethnography might do in research, what it might teach us as researchers. In doing so, I return to an autoethnographic study I engaged in a few years ago which was contoured through the question: How do teachers experience student voice pedagogies? In that study, I experienced autoethnography as a creative methodology that allowed me to go back to two experiences I had with youth, or student voice projects. The paper embodies a return to the autoethnographic study of my doctoral research, which itself was a return to the previously experienced student voice projects; a return that is being propelled by my new position as a professor, supervising students in the mappings of their research landscapes. Returning, thus, becomes a central motif that invites dwelling in the simultaneity of pastpresentfuture – wherein the present is the folding in of the past and the future through attuning to embodied ways of knowing, sensing, being, and doing -- disrupting colonial epistemological legacies of progress and linearity found in conventional and taken-for-granted research practices. I ask, what does it mean to go back, in efforts oriented towards a future (such as social justice)? What might it mean to conceptualize time differently within our research, teaching, and learning? I argue that autoethnography, when engaged through an active nomadism, opens space for learning about our research practices, ourselves as researchers and pedagogues, as well as deeper understandings of our research topics.

This collection of essays invites readers to think through critical questions concerning anti-racism education, such as: How does anti-racism education centre race as an analytic and simultaneously work with multiple sites of oppression, without reifying hierarchies of difference? How can anti-racism education be engaged to speak to historical questions of power and privilege, within conventional schooling practices? How do we recognize anti-racism education in its many iterations? In this book the authors explore the knowledge that constitutes anti-racism education and the ways in which knowledge constitutive of anti-racism education becomes embodied through particular pedagogues. The authors are anti-racism educators with experiences in diverse settings: the chapters cover various fields and socio-historic geographies, address contemporary educational issues, and are situated within personal-political, historical and philosophical conversations. Anti-racism education is a discursive stance and steeped in politics that shape and are shaped by everyday conversations, theories, and practices. The essays in this collection work through many of the possibilities and limitations of engaging in counter-hegemonic education for transformative learning. Readers will discover lived experiences, theory, practice and critical reflexivity

Contingent on multiple variants, educators' well-being is becoming a concern regarding quality of life in and out of schools. Our qualitative case study aimed to understand how educators negotiate well-being through ever-increasing complexities in schooling environments and incommensurable lifeworld realities. Findings include materialrelevant to (1) the cultural politics of well-being; (2) relationality of/with well-being; (3) the need for self-care; and (4) ways of being and doing well-being in context. Conclusions discuss how to support educators in creating and fostering well-being for themselves individually, and within collective and institutional levels. Keywords: educator well-being, school environment, community engagement and leadership, well-being resources, educator support ; Dépendamment de plusieurs facteurs, le bien-être des éducateurs devient une préoccupation à l'école et à l'extérieur de celle-ci. Notre étude de cas examine comment ils négocient leur bien-être à l'intérieur d'espaces scolaires complexes des réalités du monde d'aujourd'hui. Les résultats incluent (1) politique culturelle du bien-être; (2) rapport du / avec le bien-être; (3) besoin de prendre soin de soi; et (4) manières d'être et de savoir-faire dans un contexte spécifique. Les conclusions présentent comment aider les éducateurs à créer et à favoriser leur propre bien-être, ainsi qu'au niveau collectif et institutionnel. Mots-clés : bien-être des éducateurs, environnement scolaire, engagement communautaire et leadership, ressources de bien-être, soutien de l'éducateur

Being prepared for the intensity and complexities that educators face in their work means building strategies for managing well-being. This qualitative study explored educators' conceptualizations about their well-being using an arts-based, community-based participatory research (AB-CBPR) methodology. After a brief mindfulness meditation and contemplation of prompting questions, educators were invited to participate in drawing and writing reflections. The artifacts were coded to determine themes. Themes suggested the importance of human connectedness and interconnection, self care and nurturance, the healing qualities of the natural word, and the recognition that institutions need to provide space and resources to support educator well-being. The mindfulness-based art-as-meditation process was itself a salutogenic process and provided a means for developing a deeper understanding of educator well-being through a community-based participatory research approach.