Engaging Educators in Representing Their Knowledge in Complex Ecologies and Cultures of Inquiry

N

37

Self Evaluation (Individuals); Teacher Educators; Superintendents; Indigenous Knowledge; Reflection; Canada Natives; Personal Narratives; Epistemology; Educational Researchers; Multimedia Materials; Inquiry; Empathy; Student Research; Graduate Students; Teacher Education; Foreign Countries

This paper is a self-study in which a university teacher educator studies her practice. She creates a space for alternate ways of representing forms of knowledge from diverse cultural backgrounds, including Indigenous, and for their accreditation in the Academy. As she develops a way of thinking that is appropriate for getting closer to understanding indigenous ways of knowing, there is a transformation in her own understandings. Moving from reliance on print to the use of multi-media and artifacts to represent forms of knowledge in complex ecologies supports the development of cultures of inquiry. In this work, the meanings of the embodied energy-flowing values that educational researchers use to explain their educational influences in their own learning and in the learning of others, are made explicit. These meanings are shown to have epistemological significance for educational knowledge.

As Provided

93

2010

ED509586