04210nam a2200481Ia 4500 bslw08984658 UtOrBLW 20171018091400.0 m d cr un||||||||| 121226s2012 enk ob 000 0 eng d 9781781902356 (electronic bk.) : �62.95 ; �89.95 ; $114.95 UtOrBLW UtOrBLW n-cn--- E96.2 .W37 2012 JNM bicssc YQE bicssc EDU029080 bisacsh EDU015000 bisacsh EDU000000 bisacsh 376 371.829 23 Warrior women [electronic resource] : remaking postsecondary places through relational narrative inquiry / edited by Mary Isabelle Young ... [et al.]. Bingley, U.K. : Emerald, 2012. 1 online resource (xvii, 191 p.) Advances in research on teaching, 1479-3687 ; v. 17 Includes bibliographical references. Not tomorrow ... today / Mary Isabelle Young ... [et al.] -- Introducing ourselves : storied experiences shaping the stories we live by / Mary Isabelle Young ... [et al.] -- Co-composing relational narrative inquiry / Mary Isabelle Young ... [et al.] -- Reclaiming and maintaining our Aboriginal ancestry / Mary Isabelle Young ... [et al.] -- Reclaiming our ancestral knowledge and ways : Aboriginal teachers honouring children, youth, families, elders, and communities as relational decision makers / Mary Isabelle Young ... [et al.] -- Becoming 'real' aboriginal teachers : counterstories as shaping new curriculum making possibilities / Mary Isabelle Young ... [et al.] -- Being included in and balancing the complexities of becoming an Aboriginal teacher / Mary Isabelle Young ... [et al.] -- Sharing our forward looking stories / Mary Isabelle Young ... [et al.]. Warrior Women makes visible the ongoing intergenerational narrative reverberations (Young, 2003; 2005) shaped through Canadas residential school era which denied the communal and cultural, economic, educational, human, familial, linguistic, and spiritual rights of Aboriginal people. Attending to these narrative reverberations foregrounded the continuing colonial barriers faced by six Aboriginal post secondary students as they composed their lives in a current era of increasing standardization in Canadian universities and schools. Yet, what also became visible were ways in which the Aboriginal teachers increasingly reclaimed or drew upon their ancestral ways of knowing and being. In this retelling and reliving of their stories to live by (Connelly & Clandinin, 1999) the teachers were composing counterstories (Lindemann Nelson, 1995). While they wakefully composed and lived out these counterstories with intentions of interrupting dominant social, cultural, and institutional narratives they were, at the same time, alongside children, youth, grandchildren, family members, community members, Elders, and colleagues with whom they interacted, co-composing new possible intergenerational narrative reverberations. These new possible intergenerational narrative reverberations carry significant potential to reshape the future life possibilities of Aboriginal and non-Aboriginal children, youth, families, and communities in Canada; they also carry significant potential to reshape the school and post secondary places experienced by future generations of Aboriginal and non-Aboriginal post secondary students. Education Higher. bisacsh Education General. bisacsh Higher & further education, tertiary education. bicssc Educational: English literature. bicssc Indigenous peoples Education (Continuing education) Canada. Teachers Canada. Off-reservation boarding schools Canada History. Narrative inquiry (Research method) Case studies. Young, Mary Isabelle. Joe, Lucy. 9781781902349 Advances in research on teaching ; v. 17. http://www.emeraldinsight.com/1479-3687/17 223088 223088