Discover her origin story and more in this brand new, lushly illustrated full-color graphic novel, as she takes you on adventures where she may or may not break a few laws along the way. When we first meet her in The Land of Stories: The Wishing Spell, Goldilocks is a beautiful and tough-as-nails outlaw. Wagamese R (2012) Indian horse: a novel.From #1 New York Times bestselling author Chris Colfer comes a graphic novel in the Land of Stories series featuring Goldilocks-as you've never seen her before! Suspending damage: a letter to communities. National Centre for Truth and Reconciliation. Truth and Reconciliation Commission of Canada (2015) Truth and Reconciliation Commission of Canada: Calls to action. Todd S (2003) Learning from the other: Levinas, psychoanalysis, and ethical possibilities in education. Rosenblatt LM (2005) Making meaning with texts: selected essays. Rosenblatt LM (1995) Literature as exploration, 5th edn. Rosenblatt LM (1994) The reader, the text, the poem: the transactional theory of the literary work. Pinar WF (2011) The character of curriculum studies: Bildung, currerre, and the recurring question of the subject. Lewis WD (1912) The aim of the English course. Levinas E (1969) Totality and infinity: an essay on exteriority (trans: Lingis A). Kanu Y (ed) (2011) Integrating aboriginal perspectives into the school curriculum: purposes, possibilities, and challenges. Gallagher K (2009) Readicide: how schools are killing reading and what you can do about it. Routledgeįelski R (2008) Uses of literature. įelman S, Laub D (1992) Testimony: crises of witnessing in literature, psychoanalysis, and history. State University of New York Pressĭion SD (2007) Disrupting molded images: identities, responsibilities and relationships-teacher and Indigenous subject material. Retrieved 21 April 2016, from īritzman DP (1998) Lost subjects, contested objects: toward a psychoanalytic inquiry of learning. University of Albertaīoyden J (2016) The true tragedy of Attawapiskat. Retrieved 15 March 2016, from: Īoki TA (1991) Inspiriting curriculum and pedagogy: talks to teachers. Īdichie CN (2009) The danger of a single story. Teaching Indian Horse created the opportunity for us to invite our students to learn from this text-as-other in a way that interrogates and implicates our students’ relational, ontological, and behavioral commitments, past, present, and future.Ībdul-Jabbar WK (2015) The rise of the unsaid: Spaces in teaching postcolonial literature. State University of New York Press, 2003) reading of Levinas to argue that this discomfort can potentially lead to an ethical responsibility for the other. Furthermore, we draw on educational scholar Sharon Todd’s ( Learning from the other: Levinas, psychoanalysis, and ethical possibilities in education. Our theorization of students’ responses to the novel draws on notions of difficult knowledge (Britzman 1998) and shock (Felski 2008). In this chapter, we use our theoretical frame(s) to analyze and describe vignettes from the classroom, articulate our own struggles with teaching such challenging material, and discuss the ethical questions that emerged. While both teachers express the desire to evade discomfort, they recognize the pedagogical potential of such literary encounters. Both teachers recount moments of shock and discomfort for their students and themselves as the class collectively discovers that the novel’s protagonist, a residential school survivor, had suffered horrific sexual abuse at the hands of a priest who readers had been led to believe was good. Douglas and McIntyre 2012) novel Indian Horse. Two high school English teachers reflect on their experiences teaching Ojibway author Richard Wagamese’s ( Indian horse: a novel.
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