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Self-Study of an Indigenous Settler in Ontario Schooling: An Exploration of Living Theory

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Abstract

This chapter explores using unobtrusive research on the complexities of being an Indigenous person from Hawaii teaching in settler schooling environments. I interpret this work as an Indigenous form of autoethnography with a theoretical framework based on Living Theory and self-study of professional practice. Data comes from archives, journaling and memory provocations. Decolonization is complex and by using a reflective pathway, I organize the chapter, to make sense of the professional self and reimagine what it means to be an ethical educator in teacher education and in classrooms. These memories became useful in developing a mindfulness of trustworthiness, in realizing contradictions, acknowledging resistance, and identifying the prevalence of white supremacy in schooling. The anti-colonial and antiracist project requires active transformations, goals of emancipation, acceptance of multiple layers of analysis and the saliency of race and antiblackness as crucial factors to further develop my Living Theory.

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Authors and Affiliations

  1. First Nations Technical Institute, Tyendinaga Mohawk Territory, ON, Canada

    Umar Umangay

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  1. Umar Umangay
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Correspondence to Umar Umangay .

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Editors and Affiliations

  1. Anthropology and Sociology, Kalamazoo College, Kalamazoo, MI, USA

    Francisco J. Villegas

  2. University of Toronto, Toronto, ON, Canada

    Janelle Brady

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Umangay, U. (2019). Self-Study of an Indigenous Settler in Ontario Schooling: An Exploration of Living Theory. In: Villegas, F.J., Brady, J. (eds) Critical Schooling. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-00716-4_12

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  • DOI: https://doi.org/10.1007/978-3-030-00716-4_12

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