Writing the Self for Reconciliation and Global Citizenship: The Inner Dialogue and Creative Voices for Cultural Healing

Reinekke Lengelle, Charity Jardine, Charlene Bonnar

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    8 Citations (Scopus)

    Abstract

    This chapter provides a theoretically based and practical way of initiating cultural healing and global citizenship in (higher) education through creative, expressive, and reflective writing (i.e., writing the self). The Dialogical Self theory sheds light on the way in which particular self-narratives are I-prisons that can be re-storied to create third positions and the democratization of society through the democratization of selves. Two stories, one by an Aboriginal woman and one by a white woman who works with Aboriginal students, illustrate the process and show its potential for reconciliation in the Canadian context. A more general argument is made that cultural healing requires the cultivation of an internal dialogue within educational contexts, something that is hitherto underrepresented in curricula. Finally the work argues that reconciliation on a societal level begins with the questioning and creating of new narratives on an individual level; it is a process to be undertaken by both the “colonized” and the “colonizer.”.

    Original languageEnglish
    Title of host publicationCultural Psychology of Education
    Pages81-96
    Number of pages16
    DOIs
    Publication statusPublished - 2018

    Publication series

    NameCultural Psychology of Education
    Volume5
    ISSN (Print)2364-6780
    ISSN (Electronic)2364-6799

    Keywords

    • Aboriginal
    • creative writing
    • healing
    • I-prison
    • internal dialogue
    • narrative
    • reconciliation & global citizenship education

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