Abstract
In Trickster Chases the Tale of Education, teacher and scholar Sylvia Moore explores “the intersection, the confluence, and the common ground” among diverse epistemologies and worldviews, reflecting on how this space is to be harnessed in research, learning, and teaching (p. 112). She eloquently demonstrates how decolonization, or the Idea, is anything but a moment in time to be captured or missed.
Highlights
Assistant professor of Aboriginal community-based education at the Labrador Institute at Memorial University in Newfoundland, Moore centres her own experience of the encounters between, and her efforts to reconcile, Mi’kmaw knowledge and Western logic
Moore recognizes the importance of mistakes, of allowing ourselves to question our beliefs and feel uncertainty about the truth. It is this challenge to our ego that enables us to dismantle our pre-conceived notions and learn to embrace multiple truths
A multitude of Indigenous scholars are referenced in Trickster, but Moore takes the crucial step of naming and locating the thinkers within the text
Summary
For the mother and grandmother of Mi’kmaw children, Moore’s personal struggle to counter the colonial by balancing the Indigenous is the backdrop for this iterative, critical, self-reflection on community-engaged pedagogies and research approaches. Her use of autobiographical narrative demonstrates how researchers can balance academic protocols with Indigenous storytelling and establishes her “not as the object of, but rather as the site of, the inquiry” Assistant professor of Aboriginal community-based education at the Labrador Institute at Memorial University in Newfoundland, Moore centres her own experience of the encounters between, and her efforts to reconcile, Mi’kmaw knowledge and Western logic.
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