Storying and Re-storying Indigenous Content, Perspectives, and Histories in Curricular Experiences by Karen Ragoonaden, Margaret Macintyre Latta, Kelly Hanson, Rhonda Draper, and Jordan Coble (Alberta Journal of Educational Research, Vol. 66.1, Spring 2020, 32–49 ) is timely and significant in its work to re-story Canada’s history and increase awareness of the existing plurality of local First Nation identities, cultures, and languages in the grade 5 and 6 Social Studies curriculum in British Columbia’s interior. It is a detailed account of one school community’s efforts to take seriously the Truth and Reconciliation Commission of Canada’s Calls to Action. Documenting the rhythm and movement of how a lived curriculum as a piece of Canadian history of was re-storied “with” children, and showing deep respect for relational and reciprocal experiences, the authors emphasize dialogue and respect in teaching and learning that remind us to reflect regularly and to include these reflections as part of our analyses. Jurors appreciated the methodological emphasis on the interdependence of critical and creative orientations. The article was wonderfully well-grounded in scholarship, and the writing was clear and accessible. It makes a lovely, important contribution to knowledge and understanding in curriculum studies. It is an example of “curriculum implementation as situational praxis” (Aoki, 2004, p. 116). It reminds us that as educators and researchers we consider how we serve as much as who we serve.
Many congrats to the authors!
Aoki, T. T. (2005). Curriculum implementation as instrumental action and as situational praxis. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 111–123). Mahwah, NJ: Lawrence Erlbaum.Read more about Aoki Award for Best Paper in Curriculum Studies published in AJER Announcement 2021