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September 5, 2025Canadian Journal of Education / Revue canadienne de l éducationOpen Access

Moving Pedagogy Outside: Reading a Graduate English Course with the Concepts of Fort Pedagogy, Indigenous Métissage, and the wâhkôhtowin Imagination

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Authors

DKDeborah Schamuhn Kirk

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Overview

This article examines anti-colonial pedagogy within graduate courses, highlighting relationships and concepts of fort pedagogy and indigenous métissage.

Key Points

  • Implementing outdoor teaching can activate the wâhkôhtowin imagination and foster deeper relationships.
  • Examining a graduate English course reveals how anti-colonial pedagogy can evolve through reflective teaching practices.
  • Dialogue around fort pedagogy emphasizes the importance of listening and understanding positionality within the learning process.
  • Reflecting on personal experiences as an instructor combines critical pedagogy with indigenous perspectives, aiming for more equitable education.

Cite This Study

Deborah Schamuhn Kirk (2025) studied this question.

synapsesocial.com/papers/68bb4d206d6d5674bcd00ee0https://doi.org/10.53967/cje-rce.6979
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