Ethical Relationality as Resistance: Experiences of an Iskwew

Abstract

This chapter frames the educational journey of an Iskwew, or Cree woman who has navigated the different spaces of settler education, sometimes reluctantly and sometimes eagerly. The author engages the usage of her Cree Nisgaa Methodological Framework that is framed by protocol, mamatowisin, or engaging inner mindfulness, and reciprocity. The author makes and holds space for readers to journey with her, offering an opportunity to bear witness to the experiences of First Nation (Indigenous) education, from her positionality as a Cree woman. The author engages, embodies, and enacts ethical relationality throughout the chapter as it is her pedagogical hope that this chapter contributes to a collective space where Indigenous and non-Indigenous relationships can be forged with respect, relevance, relationality, and reciprocity on behalf of students everywhere.

Citation

Cheechoo, K. (2023), "Ethical Relationality as Resistance: Experiences of an Iskwew", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Approaches to Teaching and Teacher Education (Advances in Research on Teaching, Vol. 43), Emerald Publishing Limited, Leeds, pp. 189-198. https://doi.org/10.1108/S1479-368720230000043019