The Narratives of an Indigenous Cree, a Brazilian, and a Canadian about Vulnerability, Privilege, and Responsibility in Anti-Racist Teacher Education

Narrativas de uma indígena Cree, uma brasileira e uma canadense sobre vulnerabilidade, privilégio e responsabilidade na formação antirracista de professores

ABSTRACT

In this article, the authors aim at presenting a lived experience and the meaning-making constructed by them as they participate in a simulation of the history of contact between Europeans and Indigenous peoples in the country now named Canada and inquire into their stories within the three-dimensional narrative inquiry space. Considering relational ethics, the teacher educators and researchers lived, told, retold, and relived the stories of their own experiences, co-composing stories of anti-racist teacher education, playfulness, inclusion, privilege, and responsibility, through the eyes of an Indigenous Cree, a Brazilian, and a Canadian woman, towards increasing understanding of decolonizing education.

KEYWORDS:
anti-racist teacher education; Indigenous peoples; narrative inquiry; vulnerability; reconciliation