Family stories as resources for a decolonial culturally responsive pedagogy

ABSTRACT

Engagement with family stories, religious and community practices can change a teacher’s conception of thought. We propose teaching as thinking-with the world and teaching as thinking-with others. These terms draw on the philosophy of new materialist thinkers in expressing the ontological impacts of context and materiality. We explore the relationship between teaching and thinking as a distributed and engaged practice by investigating family stories as an avenue for teachers to pedagogically engage with student’s lived experiences. We work with students as valued contributors to the learning environment, irrespective of academic achievements. We argue that engaging with family and faith stories as constitutional of thinking about, and doing, pedagogy can challenge the persistent racism. We are interested in experiential ways of knowing and modes of paying attention to the social and emotional learning that takes place as part of a pedagogic culture of care.

KEYWORDS:

• Decolonial culturally responsive pedagogy
• social and emotional learning
• intercultural education
• new materialism

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded by Anna Hickey-Moody’s Australian Research Council Future Fellowship FT160100293 and her RMIT Vice Chancellor's Senior Research Fellowship.