The Narratives of an Indigenous Cree, a Brazilian, and a Canadian about Vulnerability, Privilege, and Responsibility in Anti-Racist Teacher Education

Viviane Cabral Bengezen; Edie Venne; Janet McVittie

Authors

Viviane Cabral Bengezen Universidade Federal de Goiás (UFG) - Regional Catalão ##default.groups.name.author##
Edie Venne Lac La Ronge Indian Band Education – Saskatchewan ##default.groups.name.author##
Janet McVittie University of Saskatchewan ##default.groups.name.author##

Keywords:

anti-racist teacher education, Indigenous peoples, narrative inquiry, vulnerability, reconciliation.

Abstract

In this article, the authors aim at presenting a lived experience and the meaning-making constructed by them as they participate in a simulation of the history of contact between Europeans and Indigenous peoples in the country now named Canada and inquire into their stories within the three-dimensional narrative inquiry space. Considering relational ethics, the teacher educators and researchers lived, told, retold, and relived the stories of their own experiences, co-composing stories of anti-racist teacher education, playfulness, inclusion, privilege, and responsibility, through the eyes of an Indigenous Cree, a Brazilian, and a Canadian woman, towards increasing understanding of decolonizing education.

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Author Biographies

Viviane Cabral Bengezen, Universidade Federal de Goiás (UFG) - Regional Catalão

Unidade Acadêmica Especial de Letras e Linguística e Programa de Pós-Graduação em Estudos da Linguagem da Universidade Federal de Goiás (UFG), Regional Catalão.
Janet McVittie, University of Saskatchewan

Department of Educational Foundations

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