Breathing Life into the Territorial Acknowledgement

Authors

DOI:

https://doi.org/10.14288/tci.v16i2.192298

Abstract

The author re-visits the significance of the territorial acknowledgment (of living on the original lands of Indigenous peoples) in teaching, autobiographically probing meanings that can breathe life into acts of acknowledging. Key-words: Indigenous peoples; teaching; territorial acknowledgment.

Author Biography

Melanie Janzen, University of Manitoba, Canada

She is an Associate Professor in the Department of Curriculum, Teaching, and Learning in the Faculty of Education at the University of Manitoba in Winnipeg, Canada. She graduated with a Ph.D. (2011) from the University of British Columbia. Her dissertation, “Teaching Subjects: Reading the Phantasies and Interruptions of Becoming,” was awarded the CSSE’s Canadian Association for Teacher Education Recognition Award for Theses and Dissertations and the American Educational Research Association Qualitative Research SIG Outstanding Dissertation Award. I earned my M.A. (2005), P.B.D.E. (1999), and B.Ed. (1994) from the University of Manitoba. She is also a Research Affiliate with the Centre for Human Rights Research (CHRR). Before pursuing her PhD, she taught in early years classrooms and also worked as a learning support teacher. She currently enjoys teaching in the undergraduate and graduate programs. She has worked with a number of research collaborators, graduate students, and research assistants and also welcomes the opportunity to talk about research—and research possibilities! She also works with schools and school divisions on specific projects of shared interest.

References

Brass, T. (2018, October 11). Speaker raises issue with Traditional Territories Acknowledgement in Lecture. http://www.themanitoban.com/2018/10/indigenous-prof-critical-of-u-of-m-land-acknowledgement/35407/
Carreiro, D. (2017, June 18). “You had no choice”: Indigenous Manitobans shed light on exploitative farm labour program that ran for decades. CBC Manitoba. Retrievable from: https://www.cbc.ca/news/canada/manitoba/indigenous-forced-labour-sugar-beet-farms-1.4165272
Craft, A. (2013). Breathing life into the stone fort treaty: An Anishinabe understanding of Treaty One. Saskatoon, SK: Purich Publishing.
Donald, D. (2012). Forts, colonial frontier logics, and Aboriginal-Canadian relations: Imagining decolonizing educational philosophies in Canadian contexts. . In A. A. Abdi (Ed.), Decolonizing Philosophies of Education (pp. 91-111). Rotterdam: SensePublishers.
Hergesheimer, J. (2016, March 18). Unceded territory: Meaningfully acknowledging Coast Salish peoples. Retrieved from: http://www.megaphonemagazine.com/unceded_territory
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Maracle, L. (2015). Memory serves: Oratories (S. Kamboureli, Ed.). Edmonton: AB.: NeWest Press.
Tuck, E., & Gaztambide-Fernández, R. A. (2013). Curriculum, replacement, and settler futurity. JCT (Online), 29(1), 72.
Tuck, E., & Yang, K. W. (2014). Unbecoming claims: Pedagogies of refusal in qualitative research. Qualitative Inquiry, 20(6), 811-818.
University of Manitoba. Traditional Territorial Acknowledgement. Retrieved from: http://umanitoba.ca/admin/indigenous_connect/5728.html

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Published

2019-12-10

Issue

Vol. 16 No. 2 (2019): We are not Alone - the Subject of Teachers and the Auto/biographical in Curriculum Studies

Section

Articles

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Copyright for articles published in this journal is retained by the authors, with first publication rights granted to TCI. By virtue of their appearance in this open access journal, articles are free to be used, with proper attribution, in educational and other non-commercial settings.