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

10 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
  • I-prison
  • creative writing
  • healing
  • internal dialogue
  • narrative
  • reconciliation & global citizenship education

Fingerprint

Dive into the research topics of 'Writing the Self for Reconciliation and Global Citizenship: The Inner Dialogue and Creative Voices for Cultural Healing'. Together they form a unique fingerprint.

Cite this