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"Warrior Women" makes visible the ongoing intergenerational
narrative reverberations (Young, 2003; 2005) shaped through
Canada's residential school era which denied the communal and
cultural, economic, educational, human, familial, linguistic, and
spiritual rights of Aboriginal people. Attending to these narrative
reverberations foregrounded the continuing colonial barriers faced
by six Aboriginal post secondary students as they composed their
lives in a current era of increasing standardization in Canadian
universities and schools. Yet, what also became visible were ways
in which the Aboriginal teachers increasingly reclaimed or drew
upon their ancestral ways of knowing and being.
Warrior Women makes visible the ongoing intergenerational narrative
reverberations (Young, 2003; 2005) shaped through Canada's
residential school era which denied the communal and cultural,
economic, educational, human, familial, linguistic, and spiritual
rights of Aboriginal people. Attending to these narrative
reverberations foregrounded the continuing colonial barriers faced
by six Aboriginal post secondary students as they composed their
lives in a current era of increasing standardization in Canadian
universities and schools. Yet, what also became visible were ways
in which the Aboriginal teachers increasingly reclaimed or drew
upon their ancestral ways of knowing and being. In this retelling
and reliving of their stories to live by (Connelly & Clandinin,
1999) the teachers were composing counter stories (Lindemann
Nelson, 1995). While they wakefully composed and lived out these
counter stories with intentions of interrupting dominant social,
cultural, and institutional narratives they were, at the same time,
alongside children, youth, grandchildren, family members, community
members, Elders, and colleagues with whom they interacted,
co-composing new possible intergenerational narrative
reverberations. These new possible intergenerational narrative
reverberations carry significant potential to reshape the future
life possibilities of Aboriginal and non-Aboriginal children,
youth, families, and communities in Canada; they also carry
significant potential to reshape the school and post secondary
places experienced by future generations of Aboriginal and
non-Aboriginal post secondary students.
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