AUTHOR=Cardinal Trudy , Stavrou Stavros , Murphy M. Shaun , Huber Janice 

TITLE=Ethical relationality, TribalCrit, and autobiographical narrative inquiry: Imagining coming alongside Indigenous children

JOURNAL=Frontiers in Education

VOLUME=Volume 7 - 2022

YEAR=2023

URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.1051339

DOI=10.3389/feduc.2022.1051339

ISSN=2504-284X

ABSTRACT=Creating this chapter brought us together as a diverse group of scholars to think deeply about a process of reflection in teacher education that centers ethical relationality (Donald, 2009). To show our coming alongside adult learners attentive to reflection that centers ethical relationality we inquire into both the Assessment as Pimosayta courses that Shaun, Trudy, and Janice teach and into Stavros's experiences teaching and enacting assessment in his practice. The body of our chapter is structured by the five design elements foregrounded by Stavros and Shaun's (Stavrou & Murphy, 2021) recent bringing of critical race theory and anti-racist education to narrative inquiry: beginning with experience; carrying theoretical frameworks into an inquiry; negotiating theoretical frameworks with participants; using narrative threads to show the complexity of experience; and ending in experience. Centering ethical relationality as we come alongside alongside pre- and in-service teachers as they imagine coming alongside Indigenous children, youth, families, and communities lifts the long-term-ness of our work, including that this long-term-ness entails interactions and responsibilities with other humans and more-than-human beings.