L'auditeur transeunt : Vers des futurités du réapprentissage dans les programmes de vérité et réconciliation et la formation des enseignants
DOI :
https://doi.org/10.25071/1916-4467.40810Mots-clés :
réapprentissage, vérité et réconciliation, auditeur transeunt, études curriculaires, formation des enseignantsRésumé
Que signifie lire, écrire et agir pour la réconciliation dans les programmes d’études et la formation des enseignants ? Pour répondre à cette question, je réalise une revue de la littérature portant sur la recherche concernant la formation des enseignants liée à la vérité et réconciliation. Je m’appuie sur le concept du pèlerin réticent développé par Lisa Farley (2010) . Alors que Farley réfléchit à un voyage physique pour comprendre comment la croyance peut résister à la perte historique et à l'immersion dans les systèmes coloniaux toujours en place, j'engage son concept sur un plan psychique ; je suis attentif aux mots et j'écoute les espoirs implicites des auteurs que je lis. En demeurant également attentif à mes propres croyances et espérances lors de ma lecture, je deviens ce que j'appelle un auditeur transeunt. Je discute comment je suis devenu un auditeur transeunt grâce à une forme de lecture comme rencontre, et de la façon dont cela m'a permis de mieux comprendre comment la formation des enseignants pourrait aborder ce que j’identifie comme trois tensions dans les discours sur la vérité et réconciliation en éducation : 1) l'appartenance ; 2) la perturbation de la conscience coloniale; et 3) l’élargissement de la capacité éthique chez les enseignants et les théoriciens du curriculum.
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