Bagelman, Caroline (2022) Picture Books and Parrhesia: Canadian Residential Schools and Answering the TRC’s Calls to Action. In: Representing Childhood and Atrocity. State University of New York Press, New York. ISBN 9781438490755
Full text not available from this repository.Abstract
Critical pedagogy grapples with the antithetical nature of education: that it can serve to both liberate and to oppress (Freire, 2000; Giroux, 2006; hooks, 1994). This comes into sharp focus within the Canadian context: while education through the residential school system was pivotal in the cultural genocide of Indigenous peoples, Indigenous peoples and the Canadian state now identify the need to educate children on this and other colonial atrocities to generate a more just telling of history, and a more just future (Niezen, 2017). This paper will consider the role of picturebooks on residential schools and other genocidal policies in this learning, and ways in which they might embody and a Foucauldian notion of parrhesia. Drawing on the author’s classroom-based practice, which involved the use of such picturebooks with both settler and Indigenous children, this article will discuss pedagogical approaches to children’s literature on atrocity, and the particular affordances of the picturebook form itself for addressing challenging subjects (Dresang, 1998).
| Item Type: | Book Section |
|---|---|
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Carly Bagelman |
| Date Deposited: | 10 Mar 2023 12:19 |
| Last Modified: | 12 Nov 2024 11:54 |
| URI: | https://hira.hope.ac.uk/id/eprint/3790 |
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