NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ896884
Record Type: Journal
Publication Date: 2007
Pages: 18
Abstractor: ERIC
Reference Count: 73
ISBN: N/A
ISSN: ISSN-0160-5429
Moving Horizons: Exploring the Role of Stories in Decolonizing the Literacy Education of White Teachers
Strong-Wilson, Teresa
International Education, v37 n1 p114-131 Fall 2007
This article considers the place of stories in literacy formation and thus, in producing colonialism, as well as the role they can play in decolonizing formation; a story is understood to provide a perceptual horizon that influences how the teacher carries him/herself in the world. Eighteen white teachers, living in Canada, were invited to be part of a study in which they examined their constructions of "difference" through the reading and discussion of children's stories in teacher literature circles held once a month. Twelve of the teachers were predominantly of white (European or Euro-Canadian) ancestry while six were Indigenous teachers; four were male, fourteen were female. This article focuses on the processes involved in moving and decolonizing storied horizons. It is divided into four sections: (a) "decolonizing" the imagination and what that term means when applied to white teachers; (b) a brief description of the study conducted with the teachers; (c) how colonial formation proceeds through stories; and (d) decolonizing the imagination through story. This is followed by an example of one teacher from the study, "Faye" (all teachers' names are pseudonyms).
College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site: http://cehhs.utk.edu/publications/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada