The Postindigenous Body: Critical Autoethnography and Contrapuntal Narratives From an Indigenous Educator in the Diaspora

• In Event: 29.073 - Identity on Knowledge Landscapes

Abstract

This theoretical paper outlines the autoethnographic approach for decolonizing the professional practice of teachers. The premise is that the teacher is a problematic body when moved through the space of social justice in the schooling system. The data comes from the experiences, texts, emails, diaries of the author, and the curriculum policies and textbooks that are related contrapuntally. The point of view is the process of interrogating the self and the professional practice is a way of decolonizing the activity. The significance of this theoretical paper is to suggest an indigenous action research using oppositional thinking and contrapuntal reading.

Author

• Umar Keoni Pantaleon-Umangay, Charles Sturt University