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dc.contributor.author Granzow, Kara
dc.contributor.author Lenon, Suzanne
dc.contributor.author Kirbyson, Emily
dc.date.accessioned 2021-07-23T19:22:51Z
dc.date.available 2021-07-23T19:22:51Z
dc.date.issued 2020
dc.identifier.citation Granzow, K., Lenon, S., & Kirbyson, E. (2020). Studying with, without guarantees: Reflections on the risks of taking learning from the classrom to the land. Critical Education, 11(5), 1-15. https://doi.org/10.14288/ce.v11i5.186470 en_US
dc.identifier.uri https://hdl.handle.net/10133/5966
dc.description Open access article. Creative Commons Attribution Attribution 4.0 International License (CC BY 4.0) applies en_US
dc.description.abstract In this paper, we discuss an assignment we developed whose goal was to “unsettle” settler consciousness and critically foster a grounded politics of location amongst our postsecondary students. We analyze some of the important and sundry risks of taking learning from the classroom to the land, focusing on some of the assignment’s assumptions, effects, contradictions and complications. Drawing upon Moten & Harney’s urging of a “studying with and for,” Stuart Hall’s “politics without guarantees,” and Leanne Simpson’s “land as pedagogy,”we present our experiment in teaching as an exciting opportunity for learning – one that though rooted in aspirations towards more decolonial presents in our classrooms, is still always also deeply implicated in who gets made as a subject with access to the goods and protections of the colonial present within and outside of the university. en_US
dc.language.iso en_US en_US
dc.publisher Institute for Critical Education Studies en_US
dc.subject Land based pedagogy en_US
dc.subject Canada en_US
dc.subject Post-secondary education en_US
dc.subject Pedagogy en_US
dc.subject.lcsh Settler colonialism
dc.subject.lcsh Postsecondary education
dc.subject.lcsh College teaching
dc.title Studying with, without guarantees: reflections on the risks of taking learning from the classroom to the land
dc.type Article en_US
dc.publisher.faculty Arts and Science en_US
dc.publisher.department Department of Sociology en_US
dc.publisher.department Department of Women & Gender Studies en_US
dc.description.peer-review Yes en_US
dc.publisher.institution University of Lethbridge en_US
dc.publisher.url https://doi.org/10.14288/ce.v11i5.186470 en_US


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