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Relational and Responsive Inclusion

Contexts for Becoming and Belonging


Edited By Mere Berryman, Ann Nevin, Suzanne SooHoo and Therese Ford

Socially unjust circumstances continue to perpetuate inadequate classroom, school and system-level responses to longstanding social justice imperatives, shutting out power-sharing solutions to educational disparities and marginalizing populations of Indigenous and minoritized peoples. To address these educational disparities, this book proposes a relational and culturally responsive framework, from within a critical and indigenous paradigm that is designed to foster one’s sense of becoming and belonging in the world with all people, and thus promotes inclusion. Praxis such as this challenges traditional paradigms that marginalize or dehumanize those with whom we seek to work. Social justice in education must be concerned with recognizing, respecting and being inclusive of the diversity of all students. Social justice is about valuing and including all children for the potential they arrive with and for the families that stand beside them, rather than on what we might aspire to change and mold them into being.
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Chapter Twelve: Inclusion of Indigenous World Views into Nursing Curricula


← 222 | 223 → CHAPTER TWELVE

Inclusion of Indigenous World Views into Nursing Curricula



At the front of the room behind a podium a student stands alone, introducing the topic of her presentation, telling us in a soft shaky voice that, as required, she is using a theoretical nursing framework to situate the story and exploration of the outcomes of Residential School in the life of First Nation people. She would like us to know that she has chosen the topic of residential schools so some good can come of it, so that we who may not have experienced life in residential schools might make the connection between that history and the multigenerational layered experiences of diabetes, depression, suicide, and addictions within First Nation and Métis people and communities. She explains that her presentation stems from an in-depth review of the literature and she offers her personal reflections on how the history of residential schools has impacted her life history as an Indigenous person. Advancing her slides that depict historical archival pictures of residential school from the literature—we see children kneeling in white night gowns in prayer at the foot of their beds—the pictures are in stark contrast to what has been documented about life in residential schools in Northwestern Ontario (Auger, 2005). The student shares that in her work she tried...

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