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"Tupper, Jennifer"
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Challenges and Possibilities for Truth and Reconciliation In Teacher Education: An Engagement with the Literature
This article delves into the evolving landscape of teacher education within the context of truth and reconciliation, acknowledging the profound role education has played in perpetuating colonial violence against Indigenous peoples. To assess reconciliation efforts in teacher education, a targeted search was undertaken, which resulted in an inductive thematic analysis of 36 scholarly works and the emergence of five overarching themes: anti-racist/anti-oppressive perspectives, decolonization, critical forms of pedagogy/narrativity, indigenization, and historical thinking. The analysis provides valuable insights and highlights challenges of advancing truth and reconciliation in education including the need for a paradigm shift within teacher education programs, urging them to adopt community-focused, land-based, and decolonizing approaches. By aligning with the spirit and intent of truth and reconciliation, and as the studies demonstrate, teacher education has the potential to contribute significantly to advancing the process of healing, justice, and mutual understanding in the journey toward a more equitable and harmonious future.
Journal Article
Social theory for teacher education research : beyond the technical-rational
\"Traditionally, teacher education research theory and practice have had a technical-rational focus on productions of knowledge, skills, performance and accountability. Such a focus serves to (re)produce current educational systems instead of noticing and critiquing the wider modes of domination that permeate schools and school systems. In Social Theory for Teacher Education Research, Kathleen Nolan, Jennifer Tupper and the contributors make arguments for drawing on social theories to inform research in teacher education - research that moves the agenda beyond technical-rational concerns toward building a critically reflexive stance for noticing and unpacking the socio-political contexts of schooling.\"--Back cover.
Book
Access to ınformation and social solidarity in the 2023 Turkey earthquake: disaster education as citizenship education
This qualitative study explores the experiences of 16 survivors of the 2023 earthquake in Turkey, aiming to highlight the critical role of disaster education within broader citizenship education. Through semi-structured interviews and inductive thematic analysis, four key themes emerged: access to information, trust in information sources, social solidarity, and the fulfillment of basic needs. These findings underscore the importance of integrating disaster education into citizenship education to empower individuals with the knowledge and skills necessary for effective disaster preparedness and response. The research advocates for multi-faceted approaches to disaster readiness that not only enhance immediate survival and recovery but also foster long-term community resilience. By amplifying the voices of earthquake survivors, this study contributes to a deeper understanding of the vital intersection between education, citizenship, and disaster management, offering insights into how to better equip citizens to respond to and recover from crises.
Journal Article
The Possibilities for Reconciliation Through Difficult Dialogues: Treaty Education as Peacebuilding
This article discusses the ongoing effects of colonialism on Aboriginal peoples in Canada and how these might be revealed and disrupted through particular curricular initiatives, informed by understandings of critical peacebuilding education. One such initiative, treaty education, has the potential to disturb dominant national narratives in classrooms, and to invite students to think differently about the history of Canada as it seeks to acknowledge and challenge epistemologies of ignorance that often shape relationships with Aboriginal peoples. Throughout the discussion, it is argued that ignorance is produced and maintained through dominant narratives of the nation which reinforce colonial dispositions that are inherently anti-democratic and that (re)produce structural and symbolic forms of violence, undermining the possibilities for (just) peacebuilding education. Treaty education may bring to the surface conflict for students in terms of their prior knowledge and understanding of Aboriginal-Canadian relations: such conflict creates productive sites of possibility for disrupting ignorance. Specifically, the article describes a high school-university student inquiry into residential schools undertaken in fall 2012 as one example of how treaty education might be used to foster the difficult dialogues necessary for critical peacebuilding education.
Journal Article
Social Media and the Idle No More Movement: Citizenship, Activism and Dissent in Canada
This paper, informed by a critique of traditional understandings of citizenship and civic education, explores the use of social media as a means of fostering activism and dissent. Specifically, the paper explores the ways in which the Idle No More Movement, which began in Canada in 2012 marshalled social media to educate about and protest Bill C-45, an omnibus budget bill passed by the Federal Government. The paper argues that Idle No More is demonstrative of young people’s commitments to social change and willingness to participate in active forms of dissent. As such, it presents opportunities for fostering ethically engaged citizenship through greater knowledge and awareness of Indigenous issues in Canada, which necessarily requires an understanding of the historical and contemporary legacies of colonialism that continually position First Nations, Métis, and Inuit peoples as ‘lesser’ citizens. Finally, the paper suggests that the example of Idle No More stands in contrast to the notion of a “civic vacuum” that is often used to justify the re-entrenchment of traditional civic education programs in schools and as such, can be used as a pedagogic tool to teach for and about dissent.
Journal Article
Teaching Treaties as (Un)Usual Narratives: Disrupting the Curricular Commonsense
This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions \"Why teach treaties?\" and \"What is the effect of teaching treaties?\" We build on research that explores teachers' use of a treaty resource kit, commissioned by the Office of the Treaty Commissioner in Saskatchewan. Working with six classrooms representing a mix of rural, urban and First Nations settings, the research attempts to make sense of what students understand, know and feel about treaties, about First Nations peoples and about the relationships between First Nations and non-First Nations peoples in Saskatchewan. It is revealing that initially students are unable to make sense of their province through the lens of treaty given the commonsense story of settlement they learn through mandated curricula. We offer a critique of the curricular approach in Saskatchewan which separates social studies, history and native studies into discrete courses. Drawing on critical race theory, particularly Joyce King's notion of \"dysconscious\" racism, we deconstruct curriculum and its role in maintaining dominance and privilege. We use the term (un)usual narrative to describe the potential of treaty education to disrupt the commonsense. (Un)usual narratives operate as both productive and interrogative, helping students to see \"new\" stories, and make \"new\" sense of their province through the lens of treaty.
Journal Article
Digital Storytelling for Historical Understanding: Treaty Education for Reconciliation
This paper presents the findings of a research project that sought to interrogate the possibilities of digital storytelling as a pathway towards a more complete understanding of treaties and the treaty relationship in western Canada. This research is situated in the province of Saskatchewan, where treaty education (that is, education about the history of the numbered treaties signed between First Nations people and the British Crown, as well as the subsequent history of the treaty relationship) has been mandatory for almost a decade.The paper details a two-year journey alongside elementary educators as they used digital storytelling to take up treaty education in their classrooms. We present an overview of the research project as well as the narratives of a teacher, a researcher, and a Cree knowledge keeper, all of whom were involved in and reflected on the research journey. We consider the research findings alongside these narratives in order to explore the possibilities that digital storytelling might offer as we, as a Canadian nation, move towards reconciliation with Aboriginal people within a Canadian context of ongoing colonialism.Questo articolo presenta i risultati di un progetto di ricerca che ha cercato di indagare sulle possibilità della narrazione digitale di storie (storytelling) come percorso verso una comprensione più completa dei trattati e del rapporto fra i trattati nel Canada occidentale. Questa indagine è situata nella provincia di Saskatchewan, dove l'istruzione sui trattati (cioè, l'educazione sulla storia dei trattati numerati firmati tra la Prima Nazione e la Corona Britannica, così come la storia successiva del rapporto fra i trattati) è stato obbligatorio per quasi un decennio.Il saggio riporta un percorso di due anni con insegnanti di scuola elementare che hanno usato lo storytelling digitale per fare l'educazione ai trattati nelle loro classi. Presentiamo una panoramica del progetto di ricerca ed i racconti di un insegnante, di un ricercatore, e un guardiano Cree della conoscenza, i quali sono stati coinvolti nella ricerca e riflettono sul percorso svolto. Consideriamo i risultati dell’indagine insieme a questi racconti, al fine di esplorare le possibilità che la narrazione digitale potrebbe offrire dato che noi, come nazione canadese, procediamo verso la riconciliazione con gli aborigeni in un contesto canadese di colonialismo in corso.
Journal Article
From Care-less to Care-full: Education for Citizenship in Schools and Beyond
This article attempts to disrupt liberal democratic understandings of citizenship as they inform social studies curricula in schools. Care-less citizenship is used throughout the article to describe the denial or propensity to ignore the deep inequities that exist in the world. The article also implicates schooling, and in particular social studies education, in the maintenance of citizenship as a falsely universalized construct through such practices as standardization and high-stakes testing. Conceptions and experiences of citizenship articulated by five secondary social studies teachers and 10 preservice teachers provide a means through which to improve understanding of how students are constructed as citizens in relation to the prescribed and negotiated curriculum encountered in classrooms. Finally, the article advances an understanding of citizenship as care-full—that is, attentive, relational, and caring—in which conditions of oppression operating to limit the realization of equity are continual subjects of interrogation.
Journal Article
Building Place: Students' Negotiation of Spaces and Citizenship in Schools Abstract
This study explored how high school students negotiate school spaces beyond the classroom within a broader context of citizenship education and identity construction. Using visual hermeneutics, researchers worked over three years with students and staff in a large, diverse, urban, public high school. Through student-produced photographs of school space, questionnaires, interviews with staff and students, and observations of students' use of space, researchers found that physical and social construction of space, students' occupation and congregation in spaces, the visual landscape of a school, and practices of school surveillance all influence the negotiation of identities and citizenship among students. /// Cet article relate comment des élèves du secondaire négocient des espaces scolaires en dehors de la classe dans un contexte d'éducation à la citoyenneté et de construction d'identité. À l'aide d'une herméneutique visuelle, les chercheurs ont travaillé sur trois ans avec des élèves et des membres du personnel dans une école secondaire urbaine de grande taille accueillant une clientèle diversifiée. À travers des photos d'espaces scolaires prises par les élèves, des questionnaires, des entrevues avec des membres du personnel et des élèves et l'observation de l'utilisation de l'espace par les élèves, les auteurs ont trouvé que les constructions physiques et sociales des espaces, leur occupation par les élèves et leurs habitudes de rassemblement dans ces espaces, le paysage visuel de l'école et les pratiques de l'école en matière de surveillance exercent tous une influence sur la négociation des identités et de la citoyenneté chez les élèves.
Journal Article