期刊名称：Journal of the Canadian Association for Curriculum Studies
印刷版ISSN：1916-4467
出版年度：2016
卷号：14
期号：1
页码：128-144
语种：English
出版社：Journal of the Canadian Association for Curriculum Studies
摘要：How are we informed and transformed by tuning into our relationships to land, emotions, relations, and bodies within our academic pathways into languages? In this paper, we tell a story of our journey, as scholars, into how languages relate to land, historicity, bodies, and the ecosophical concept of ubuntu. Our discussion brings in the temporal and spatial multi-disciplinary lineage of languages, as an open space to re-envision, re-experience, and re-engage with our academic writing in new and ancient ways. We use multimodal layers of language ontology—from ecological, physical, historical, and intercultural perspectives—as a decolonizing, pedagogical process of (re)covering humanness. We use the particular example of academic writing and reading as a sensory experience to dive into languages as ontological ways of becoming human. And because we are academics (or failed magicians) we try to provide insights into theoretical and practical ways to transform this conversation into pedagogy.
