Transformative, Intercultural Learning from the Indigenous Teaching Circle: Creative autoethnographic reflections on dialogic, holistic education with place
This reflective, creative autoethnography explores an intercultural, dialogic pedagogy of transformative learning that has historically been taught as a teaching circle in indigenous communities. The focus is on what this alternative learning process means to a non-aboriginal learner, artist/teacher...
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Nipissing University
2021-06-01
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| Series: | Journal of Unschooling and Alternative Learning |
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| Online Access: | https://jual.nipissingu.ca/wp-content/uploads/sites/25/2021/02/v14284.pdf |
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doaj-34853c3c902e498b80c577210c110be42021-02-24T13:54:42ZengNipissing UniversityJournal of Unschooling and Alternative Learning1916-81282021-06-011529135Transformative, Intercultural Learning from the Indigenous Teaching Circle: Creative autoethnographic reflections on dialogic, holistic education with placeOlga Shugurova This reflective, creative autoethnography explores an intercultural, dialogic pedagogy of transformative learning that has historically been taught as a teaching circle in indigenous communities. The focus is on what this alternative learning process means to a non-aboriginal learner, artist/teacher, and whether the circle pedagogy can be collectively engaged in the classroom by non-aboriginal and aboriginal teachers/learners. Through a visual and poetic autoethnography, the researcher presents her thematic reflections on her learning experience. The study concludes that aboriginal and non-aboriginal teachers/learners may benefit from the teaching circle process because it is a participatory model of transformative education that is grounded in the holistic pedagogy of place.https://jual.nipissingu.ca/wp-content/uploads/sites/25/2021/02/v14284.pdfholistic educationplace-conscious learningalternative learningcreative autoethnography |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Olga Shugurova |
| spellingShingle |
Olga Shugurova Transformative, Intercultural Learning from the Indigenous Teaching Circle: Creative autoethnographic reflections on dialogic, holistic education with place Journal of Unschooling and Alternative Learning holistic education place-conscious learning alternative learning creative autoethnography |
| author_facet |
Olga Shugurova |
| author_sort |
Olga Shugurova |
| title |
Transformative, Intercultural Learning from the Indigenous Teaching Circle: Creative autoethnographic reflections on dialogic, holistic education with place |
| title_short |
Transformative, Intercultural Learning from the Indigenous Teaching Circle: Creative autoethnographic reflections on dialogic, holistic education with place |
| title_full |
Transformative, Intercultural Learning from the Indigenous Teaching Circle: Creative autoethnographic reflections on dialogic, holistic education with place |
| title_fullStr |
Transformative, Intercultural Learning from the Indigenous Teaching Circle: Creative autoethnographic reflections on dialogic, holistic education with place |
| title_full_unstemmed |
Transformative, Intercultural Learning from the Indigenous Teaching Circle: Creative autoethnographic reflections on dialogic, holistic education with place |
| title_sort |
transformative, intercultural learning from the indigenous teaching circle: creative autoethnographic reflections on dialogic, holistic education with place |
| publisher |
Nipissing University |
| series |
Journal of Unschooling and Alternative Learning |
| issn |
1916-8128 |
| publishDate |
2021-06-01 |
| description |
This reflective, creative autoethnography explores an intercultural, dialogic pedagogy of transformative learning that has historically been taught as a teaching circle in indigenous communities. The focus is on what this alternative learning process means to a non-aboriginal learner, artist/teacher, and whether the circle pedagogy can be collectively engaged in the classroom by non-aboriginal and aboriginal teachers/learners. Through a visual and poetic autoethnography, the researcher presents her thematic reflections on her learning experience. The study concludes that aboriginal and non-aboriginal teachers/learners may benefit from the teaching circle process because it is a participatory model of transformative education that is grounded in the holistic pedagogy of place. |
| topic |
holistic education place-conscious learning alternative learning creative autoethnography |
| url |
https://jual.nipissingu.ca/wp-content/uploads/sites/25/2021/02/v14284.pdf |
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AT olgashugurova transformativeinterculturallearningfromtheindigenousteachingcirclecreativeautoethnographicreflectionsondialogicholisticeducationwithplace |
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