Moving Pedagogy Outside: Reading a Graduate English Course with the Concepts of Fort Pedagogy, Indigenous Métissage, and the wâhkôhtowin Imagination
DOI :
https://doi.org/10.53967/cje-rce.6979Mots-clés :
pédagogie anticoloniale, imagination, façons de savoir autochtones, apprentissage sur le terrain, réciprocité, wâhkôhtowinRésumé
Où apprenons-nous ? Quelles sont nos expériences des relations dans ces contextes ? L’enseignement d’un cours à l’extérieur peut-il activer l’imagination des wâhkôhtowin ? La marche peut-elle commencer à réparer les relations ? Donald (2021) suggère que c’est possible ; et pourtant, un autre des concepts abordés par Donald, celui de la « fort pedagogy » (2009), nous encourage à écouter plutôt qu’à demander. Est-il possible pour moi, nouvelle arrivante blanche de cinquième génération, d’apprendre de l’imagination wâhkôhtowin sans participer à des tendances assimilationnistes ni reproduire la « fort pedagogy » ? Dans cet article, j’examine les possibilités de pratiques pédagogiques décoloniales en réfléchissant aux expériences d’apprentissage d’une étudiante — la mienne — à partir de ma double position d’étudiante au doctorat et d’enseignante de littérature anglaise. J’explore les concepts de « Indigenous Métissage » (Donald, 2009), de « fort pedagogy » (Donald, 2009) et d’imagination wâhkôhtowin (Donald, 2021) dans le contexte de mes expériences dans un cours d’anglais enseigné à l’extérieur, dans la nature, et j’examine les façons dont la pédagogie peut transformer les relations au lieu et à l’autre.
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