Keywords
duoethnography, decolonization, YA literature, authentic authorship
Abstract
Exploring the role of diverse young adult (YA) literature in fostering social justice awareness, this paper focuses on the YA novel Firekeeper’s Daughter as a tool for understanding decolonization and our own individual privileges and responsibilities as they relate to colonization. Three researchers, each with differing positionalities and worldviews, employ a polyvocal methodology of duoethnography to examine the text's challenges to settler colonialism and its illumination of historical and systemic injustices. Through our dialogic exchange, we aim to contribute to a wider conversation about the potential of literature storytelling, and authentic, vulnerable conversations to inspire transformative change.
DOI
10.15760/nwjte.2024.19.2.2
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/42617
Recommended Citation
England, Erica; Wright, Shain; and Crommarty, Dion
(2024)
"Critical Conversations on Teaching and Learning Decolonial Narratives: A Duoethnography of Firekeeper’s Daughter,"
Northwest Journal of Teacher Education: Vol. 19
:
Iss.
2
, Article 2.
DOI: https://doi.org/10.15760/nwjte.2024.19.2.2
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Race, Ethnicity and Post-Colonial Studies Commons, Secondary Education Commons, Secondary Education and Teaching Commons