I begin this way guided by Sheila Cote-Meek (2020) who reminds me of the importance of starting with my positionality. I come to this work as a straight cis-woman Irish Scots Ukrainian Canadian nurse educator who has had the privilege of spending ten years of my early nursing career living and working in rural and remote Indigenous communities on land I was raised to call Canada. This work is part of my response to the Truth and Reconciliation Commission of Canada (TRCC, 2015) calls to action 23, 24, and 45 i, ii.
I am deeply influenced years of sacred, profane, and mundane moments in time living, working, and playing in the lands of the Anishinaabe Aski, Heiltsuk, and Kitasoo nations. The almost six years my love and I spent in Bella Bella had a significant impact on my relational world view as I this is where I had my babies, got married, and was adopted into the Housty family at a potlatch in 1998. Love, through chosen-family-connections inform this work as I seek to advance and elevate Joyce’s principle that “aims to guarantee to all Indigenous people the right of equitable access, without any discrimination, to all social and health services, as well as the right to enjoy the best possible physical, mental, emotional, and spiritual health [...and this...] requires the recognition and respect of Indigenous people's traditional and living knowledge in all aspects of health” (Council of the Atikamekw of Manawan and the Council de la Nation Atikamekw, 2020, p. 10). I look at online nursing education as ripe with opportunity to bring specific intention to supporting the development of culturally safe online learning spaces. After all, how can we expect practice spaces to be culturally safe if our learning spaces are not?
From the beginning I have talked about wanting to support the decolonization of higher education, really it is about wanting create online learning spaces that support cultural safety, drawing on bell hooks (2015) idea of centering margins. How do we create learning spaces where the most marginalized (i.e., Indigenous students) feel safe to take risks, try new ways, and experience transformative learning? What do my Indigenous nursing and education colleagues have to say about this? Am I disrupting? Reimagining? Is it de-colonial? Anti-colonial? Does it have a name yet? Is there a way to avoid centering whiteness or is that just impossible for me as one who walks in white skin? I touch the edges of a post-human world view, and I begin to see a new horizon beyond an intersectional ecofeminist lens. To be frank, I am a little freaked out. Regardless, this is not the place where I explore these questions - I invite you to visit and explore the dissertation for more on this subject. [https:www.accidentialandraheutagog.ca coming soon]
ePortfolio pedagogy supports peer review. You are welcome to comment below, please keep in mind that this is a space that supports radical love. Deliberative dialogue (Bohm, 2014), kindness, respect, and right relationships are all welcome here. Hate is not. Comments do come directly to me -- they are not posted in this space.
Disclosure: Parts or all of this work may become or transform into a learning artifact associated with my digital dissertation.
*note: works cited are not always in APA, sometimes they are presented in order of appearance. Also, foliotek does not seem to reliably do hanging indents. Or maybe it is Canva that has the problem with hanging indents.....
References:
Cote-Meek, S. (2020). Introduction: From colonized classrooms to
transformative change in the academy: We can and must do better! In S.
Cote-Meek & T. Moeke-Pickering (Eds.), Decoloninizing and Indigenizing
education in Canada (pp. xi–xxiii). Canadian Scholars.
Council of the Atikamekw of Manawan and the Council de la Nation
Atikamekw. (2020). Joyce’s Principle.
https://principedejoyce.com/sn_uploads/principe/Joyce_s_Principle_brief___Eng.pdf
hooks, bell. (2015). Feminist Theory: From Margin
to Center (New Edition). South End Press.
https://doi.org/10.5070/f7143017029
Styres, S. (2019). Pathways for remembering and (re)cognizing thought in
Indigenous Education: Indigenizing teacher education and the academy. In H.
Tomlins-Jahnke, S. Styres, S. Lilley, & D. Zinga (Eds.), Indigenous
education: New directions in theory and practice (1st ed., pp. 39–62).
University of Alberta Press.
Truth and Reconciliation Commission of Canada. (2015). Truth and
Reconciliation Commission of Canada: Calls to Action.
http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf