Inheritance as Intimate, Implicated Publics: Building Practices of Remembrance With Future Teachers in Response to Residential School Survivor Testimonial Media and Literature

• In Event: 65.080 - Roundtable Session 24
  In Roundtable Session: 65.080-10 - Inheriting Colonial Silences: Pedagogies of Intimacy, Ethical Responsibilities, and Public Resistances

Abstract

This paper brings social affect theory and pedagogies of witnessing and collective remembrance in order to map a methodology for thinking critically about affective economies within settler colonial institutions. Conclusions address persistent dilemmas in using testimonial literature and media ensuing from Canada’s Truth and Reconciliation Commission on residential schools (2009-2014) with non-aboriginal preservice teachers. Based in a qualitative analysis of preservice student digital stories, structured response, and exercises in witnessing, this research expands discussions in both genocide and decolonial education. I argue that teacher education needs to foster in preservice students an institutional skepticism that interrupts settler colonial temporalities and takes up the inheritance of braided memory as treaty people.

Author

• Lisa K. Taylor, Bishop's University