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005			20171018091400.0
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007			cr un|||||||||
008			121226s2012 enk ob 000 0 eng d
020			_a9781781902356 (electronic bk.) : _c�62.95 ; �89.95 ; $114.95
040			_aUtOrBLW _cUtOrBLW
043			_an-cn---
050		4	_aE96.2 _b.W37 2012
072		7	_aJNM _2bicssc
072		7	_aYQE _2bicssc
072		7	_aEDU029080 _2bisacsh
072		7	_aEDU015000 _2bisacsh
072		7	_aEDU000000 _2bisacsh
080			_a376
082	0	4	_a371.829 _223
245	0	0	_aWarrior women _h[electronic resource] : _bremaking postsecondary places through relational narrative inquiry / _cedited by Mary Isabelle Young ... [et al.].
260			_aBingley, U.K. : _bEmerald, _c2012.
300			_a1 online resource (xvii, 191 p.)
490	1		_aAdvances in research on teaching, _x1479-3687 ; _vv. 17
504			_aIncludes bibliographical references.
505	0		_aNot tomorrow ... today / Mary Isabelle Young ... [et al.] -- Introducing ourselves : storied experiences shaping the stories we live by / Mary Isabelle Young ... [et al.] -- Co-composing relational narrative inquiry / Mary Isabelle Young ... [et al.] -- Reclaiming and maintaining our Aboriginal ancestry / Mary Isabelle Young ... [et al.] -- Reclaiming our ancestral knowledge and ways : Aboriginal teachers honouring children, youth, families, elders, and communities as relational decision makers / Mary Isabelle Young ... [et al.] -- Becoming 'real' aboriginal teachers : counterstories as shaping new curriculum making possibilities / Mary Isabelle Young ... [et al.] -- Being included in and balancing the complexities of becoming an Aboriginal teacher / Mary Isabelle Young ... [et al.] -- Sharing our forward looking stories / Mary Isabelle Young ... [et al.].
520			_aWarrior Women makes visible the ongoing intergenerational narrative reverberations (Young, 2003; 2005) shaped through Canadas residential school era which denied the communal and cultural, economic, educational, human, familial, linguistic, and spiritual rights of Aboriginal people. Attending to these narrative reverberations foregrounded the continuing colonial barriers faced by six Aboriginal post secondary students as they composed their lives in a current era of increasing standardization in Canadian universities and schools. Yet, what also became visible were ways in which the Aboriginal teachers increasingly reclaimed or drew upon their ancestral ways of knowing and being. In this retelling and reliving of their stories to live by (Connelly & Clandinin, 1999) the teachers were composing counterstories (Lindemann Nelson, 1995). While they wakefully composed and lived out these counterstories with intentions of interrupting dominant social, cultural, and institutional narratives they were, at the same time, alongside children, youth, grandchildren, family members, community members, Elders, and colleagues with whom they interacted, co-composing new possible intergenerational narrative reverberations. These new possible intergenerational narrative reverberations carry significant potential to reshape the future life possibilities of Aboriginal and non-Aboriginal children, youth, families, and communities in Canada; they also carry significant potential to reshape the school and post secondary places experienced by future generations of Aboriginal and non-Aboriginal post secondary students.
650		7	_aEducation _xHigher. _2bisacsh
650		7	_aEducation _xGeneral. _2bisacsh
650		7	_aHigher & further education, tertiary education. _2bicssc
650		7	_aEducational: English literature. _2bicssc
650		0	_aIndigenous peoples _xEducation (Continuing education) _zCanada.
650		0	_aTeachers _zCanada.
650		0	_aOff-reservation boarding schools _zCanada _xHistory.
650		0	_aNarrative inquiry (Research method) _vCase studies.
700	1		_aYoung, Mary Isabelle.
700	1		_aJoe, Lucy.
776	1		_z9781781902349
830		0	_aAdvances in research on teaching ; _vv. 17.
856	4	0	_uhttp://www.emeraldinsight.com/1479-3687/17
999			_c223088 _d223088