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Rethinking Relationships with Curriculum by Engaging with Foxes and Sharing Stories in Early Childhood Spaces
- Source :
-
Global Studies of Childhood . Jun 2017 7(2):131-147. - Publication Year :
- 2017
-
Abstract
- Nunangat pedagogies concern the adoption of teaching practices informed by relationships with land, water and ice. In this article, the researcher examines an opportunity to disrupt Global North dominance in the Inuit homeland through engagements with fox. Nunangat methodologies require consultations with Elders and hunters especially concerning knowledge that is not accessible via the Internet or at the library. A rhizomatic analysis is used to connect the presentation of the various research narratives and analysis of encounters with fox. These strategies are employed to facilitate occasions to re-conceptualize early childhood practices in ways which enable recognition of the vitality and viability of local Indigenous ways of knowing and being.
Details
- Language :
- English
- ISSN :
- 2043-6106
- Volume :
- 7
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Global Studies of Childhood
- Publication Type :
- Academic Journal
- Accession number :
- EJ1245885
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1177/2043610617703833