Txeemsim Bends the Box to Bring New Light to Working with Indigenous Methodologies

Amy Parent

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Chapter 16 Txeemsim Bends the Box to Bring New Light to Working with Indigenous Methodologies

In: Critical Theorizations of Education

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Amy Parent

Amy Parent
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Type:: Chapter

Pages:: 212–224

DOI:: https://doi.org/10.1163/9789004447820_016

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Abstract

In this chapter, Amy Parent discusses how Indigenous methodologies are creating trailblazing new platforms for Indigenous peoples to design and use higher education as a mechanism for self-determination in a world that is increasingly globalizing. It is with this, she notes, that Indigenous methodologies act as supporting pillars for Indigenous Peoples’ complex history with colonial institutions with the objective of “talking back” to ongoing historical and contemporary forms of settler colonial violence, racism, and power structures in the universities. Via this important initiative, Aboriginal peoples are ensuring the grounding of Indigenous research on the meanings, places, traditions, knowledge systems, communities and relationships from which these are emanating. The chapter derives from Parent’s doctoral research with a focus on the methodological aspects of her ongoing research where she is attempting to share how she created a bentwood-box research design utilizing storywork methodology. By so doing, she weaves together research stories with a now familiar friend, Txeemsim (The trickster). In general terms, the overall research of which this is a part, was on high school-university transition programs in British Columbia (Canada) with the deployment of wholistic readings and study of the contexts, with recommendations to include the experiences as well as the knowledge perspectives of Aboriginal communities as Indigenous youth enter relevant high education systems.

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Critical Theorizations of Education

Series: Bold Visions in Educational Research, Volume: 70

E-Book ISBN:: 9789004447820

Publisher:: Brill

Print Publication Date:: 07 Dec 2020

Subjects
- Education

Front Matter

Acknowledgments

List of Figures and Tables

Notes on Contributors

Chapter 1 Critical Theorizations of Education

Chapter 2 Towards a (New) Political Economy of Education 2.0

Chapter 3 Cosmo-uBuntu

Chapter 4 Critical Adult Education at the Margins

Chapter 5 Reconstructing Shallow Environmental Pedagogies into Critical, Transformative Environmental Learning Spaces for Praxis

Chapter 6 The Emerging Area of Education and Security

Chapter 7 Disability Studies and Socially Just Teacher Preparation

Chapter 8 Education Inequality under China’s Market Economy

Chapter 9 Contextualizing Science Education as an Engagement Strategy for the African (Kenyan) Learner

Chapter 10 Black Teachers, Black Students and Understanding “The Game of Mainstream”

Chapter 11 Stereotyping High School Immigrant African Male Students in Pursuit of Postsecondary Education

Chapter 12 Disrupting the Capitalist Narrative of De/Credentialization

Chapter 13 Revisiting Research

Chapter 14 Theorizing and Understanding the Evolving Gender Disparity in Educational Opportunity in Africa

Chapter 15 An Islamic Pedagogic Instance in the Canadian Context

Chapter 16 Txeemsim Bends the Box to Bring New Light to Working with Indigenous Methodologies

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Chapter 16 Txeemsim Bends the Box to Bring New Light to Working with Indigenous Methodologies

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Critical Theorizations of Education

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