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Pushing Comfort Zones: Promoting Social Justice Through the Teaching of Aboriginal Canadian Literature
Abstract
In this paper we highlight findings from a teacher inquiry group study designed to explore possibilities for teaching contemporary Canadian literature to promote issues of social justice in secondary classrooms. Drawing on Boler and Zembylas’s notion of a ‘pedagogy of discomfort’, our paper will focus on the experiences of two teachers in the group who, through the selection and teaching of two Aboriginal Canadian texts, moved away from well-established pedagogical practices. We explore the role of the inquiry group in supporting teachers in their attempts to problematize unquestioned assumptions and address the absences in their curricular practices and examine the potential of using Canadian literature to enhance students’ understanding of historical marginalizations and structural inequalities. In conclusion, we discuss the implications of our research for pre-service and in-service educators who face the challenges of teaching in increasingly diverse schools.
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“Supported by research showing that non-Indigenous teachers tend to have limited knowledge of Indigenous culture, knowledge, and history [19,20], the reproduction of stereotypes can also occur when readers have an underdeveloped understanding of Indigenous cultures.”
From Rights of Indigenous Children: Reading Children’s Literature through an Indigenous Knowledges Lens (2020) · cites this paper as [20]
In the citing paper
“Supported by research showing that non-Indigenous teachers tend to have limited knowledge of Indigenous culture, knowledge, and history [19,20], the reproduction of stereotypes can also occur when readers have an underdeveloped understanding of Indigenous cultures.”
From Rights of Indigenous Children: Reading Children’s Literature through an Indigenous Knowledges Lens (2020) · cites this paper as [20]
Citations
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References 38 · Cited by 21
Research works printed but not linked: 11
- Baird J., 2002, English Language Canadian Literature in High Schools
- Davis K., 2005, Teaching and Community: Contributions of Situated and Participatory Approaches to Educational Innovation, 3
- Eaglestone R., 2000, Doing English
- Kanaganayakam C., 2005, Moveable Margins: The Shifting Spaces of Canadian Literature
- Kanu Y., 2011, Integrating Aboriginal Perspectives into the School Curriculum
- Mackey M., 2009, Stories in and out of School: Texts Taught in Grade 10
- Madden B., 2013, Canadian Journal of Education, 36, 212
- Robinson E., 2001, Monkey Beach
- van der Wey D., 2001, Canadian Journal of Native Education, 25, 51
- Wagamese R., 1994, Keeper’n Me
- Wolf D., 2008, Discourses in children’s literature in Canada, 87
Metadata
- Authors
- Wiltse, L., Johnston, I., & Yang, K.
- Affiliations
- University of Alberta (CA)
- Corresponding author
- Wiltse, Lynne
- Venue
- Changing English
- Publisher
- Informa UK Limited
- Published
- 2014-07-03
- Volume
- 21
- Issue
- 3
- Pages
- 264-277
- ISSN
- 1358-684X (ISSN-L)
- 1469-3585
- OpenAlex
- W1986114004
- Semantic Scholar
- 98582e14e9419bfe4a16c4e35a344af8b63115e7
- Cited by
- 21
- References
- 38
- Citations by year
- 2025: 2 · 2024: 3 · 2023: 2 · 2021: 2 · 2020: 3 · 2017: 4 · 2016: 2 · 2015: 1 · 2014: 2
- FWCI
- 15.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Changing English (publishedVersion)
- Topics
- Social Sciences › Education › Educational Philosophies and Pedagogies
- Social Sciences › Education › Critical and Liberation Pedagogy
- Social Sciences › Education › Educator Training and Historical Pedagogy
- Keywords
- social justice, pedagogy of discomfort, contemporary Canadian literature, secondary education, curriculum practice, marginalization, structural inequality, teacher professional development, culturally diverse schools
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- CoChat. (2026). Citation check: Pushing Comfort Zones: Promoting Social Justice Through the Teaching of Aboriginal Canadian Literature. https://app.cochat.ai/papers/10.1080/1358684x.2014.929287
- The paper
- Wiltse, L., Johnston, I., & Yang, K. (2014). Pushing Comfort Zones: Promoting Social Justice Through the Teaching of Aboriginal Canadian Literature. Changing English. https://doi.org/10.1080/1358684x.2014.929287
