Studying With, Without Guarantees
Reflections on the Risks of Taking Learning from the Classroom to the Land
DOI:
https://doi.org/10.14288/ce.v11i5.186470Keywords:
Settler colonialism, Land based pedagogy, Canada, Post-Secondary Education, PedagogyAbstract
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.
Downloads
Published
Issue
Section
License
Authors who publish with Critical Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).