Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit
Notice bibliographique
Résumé
Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit. By Jo-ann Archibald/ Q'um Q'um Xiiem. (Vancouver: University of British Columbia Press, 2008. Pp. xiv + 176, preface, acknowledgments, bibliography, index. $99.00 cloth, $29.95 paper.)In this insightful look into the of Coast Salish and Sto:loo elders, Jo-Ann Archibald combines traditional ways of looking at story with a scholarly approach documentation of her sources. She tells us she wanted to demonstrate that Indigenous knowledge systems could be investigated from an Indigenous perspective with rigour acceptable the academy (5).Archibald is Associate Dean for Indigenous Education in the Faculty of Education at die University of British Columbia. As a member of the Sto:lo (Coqualeetza) community and a worker in First Nation educational programs, she received trusted story knowledge from elders. Working from what must have been countless hours of interviews, she examines the uses of story in those communities. She coins the term storywork describe the way story is used reach the hearts of listeners. Storywork is required of both the teller and the listener in order make meaning happen. She quotes the elders, who say that listening requires three ears: two on the sides of our head and one that is in our heart (8).Archibald spends much time talking about her relationship the communities she studies, and she explains the extremely careful way in which stories were set down. During the collection of stories for a First Nations Journeys of Justice curriculum project, curriculum elders read over the transcripts of their stories and were able demand rewriting until they were satisfied that the words echoed their own. Each page had be signed by the teller as evidence that it had been approved. The rights the stories remained with the teller, except for the curriculum use.Archibald includes texts for two First Nations stories and summarizes two more, but this is not a tale collection. She is interested in how and why stories are told. She particularly examines the potential use of traditional story in the educauon of today's First Nations children.Mentors guided her work: Chief Khot-La-Cha, Dr. Simon Baker, Tsimilano, Dr. Vincent Stogan, Kwulasulwut, and Dr. Ellen White. Chapter 1 talks about the teachings she had from them. She references as well the thinking of many other First Nation scholars. Chapter 3 reveals the insights Archibald gained into from working with members of the Stori Nation, especially with the Coqualeetza Elders at Sardis, British Columbia. Learning listen with patience, Archibald spent much time with these elders, recording their wisdom on tape and in her journal. …
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Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,005 | 0,007 |
| Communication savante | 0,005 | 0,005 |
| Science ouverte | 0,001 | 0,007 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».