Red Hope Pedagogy

  • Rebecca Sockbeson University of Alberta
  • Cora Weber-Pillwax University of Alberta
  • Jeannette Sinclair University of Alberta
  • Claudine Louis University of Alberta
  • Sarah Auger University of Alberta

Abstract

Red  Hope Pedagogy is education for social and political change.  This collection of poems represents an engagement with the Indigenous scholars’ experiences and realities of teaching the truths that need to be told in order for reconciliation to occur.  The writing offers a lens through which the pedagogy of Red Hope is delivered; that very space where transformation occurs, one in which the student and teacher engage in telling the truth regarding the realities of our colonial experiences.  The writing intends to document, in  the expressive format of poetry, the pedagogical experiences of Indigenous scholars as we negotiate the complexities and tensions of teaching the harsh realities of our collective history, and its ongoing  painful legacy.

Author Biographies

Rebecca Sockbeson, University of Alberta
Rebecca Sockbeson is currently serving as Associate Professor for the University of Alberta's Indigenous Peoples Education Program, with a research focus on Indigenous knowledge, Aboriginal healing through language and culture, anti-racism and decolonization.  She graduated from Harvard University with a Master's degree in education and received her PhD in Educational Policy Studies at the University of Alberta specializing in Indigenous Peoples Education.
Cora Weber-Pillwax, University of Alberta
Cora Weber-Pillwax is a Professor in Indigenous Peoples Education at the University of Alberta with her current work focusing on research interactions that are oriented to Aboriginal peoples remembering/re-creating/ sharing their distinct Indigenous knowledges, thus enriching their lives intergenerationally across the limitations of space and time.  She recieved her Master’s degree in International/Intercultural Education and a PhD in Indigenous Peoples Education from the University of Alberta.  In 2013, Cora and her Indigenous colleagues received a University of Alberta Human Rights Teaching Award in the delivery of Alberta’s first compulsory course in Aboriginal education, EDU 211: Aboriginal Education & the Context for Professional Development.
Jeannette Sinclair, University of Alberta
Jeannette Sinclair has a PhD in Indigenous Peoples’ Education in the Department of Educational Policy Studies at the University of Alberta and is currently an instructor for the mandatory Indigenous education course at the University of Alberta. As a doctoral student, she worked with a CURA research project, Healing Through Language and Culture allowing her to broaden her community connections while deepening her understanding of Indigenous worldviews and Indigenous ways of knowing.
Claudine Louis, University of Alberta
Claudine Louis obtained her PhD in Education from the Indigenous Peoples Education Program within the Faculty of Education at the University of Alberta and in 2014 received a Postdoctoral Fellowship to research teacher identity with the Aboriginal Teacher Education Program (ATEP) at the U of A. 2017, she became President of the Maskwacis Cultural College, an Indigenous Post-Secondary institute that has been in operation for over 40 years. Claudine’s research interests include adult learning, decolonization and revitalization of Indigenous knowledge systems and structures.
Sarah Auger, University of Alberta
Sarah Auger is a PhD student in Educational Policy Studies, with a specialization in Indigenous Peoples Education at the University of Alberta.  She is a member citizen of Mikesew Cree Fist Nation. Her doctoral work is on Indignous art as pedagogy.
Published
2019-04-01
Section
Postcolonial Ballads