(Not Idling at) the Flâneur in Indigenous Education: Towards Being and Becoming Community
The flâneur, with its metaphoric image of bourgeois masculinity in Parisian arcades in the 19th century, emerges as a creative response to the situated practices of the time that continue to bear upon present enactments. Through loitering, idling, and walking, the (always classed, European male) flâneur enacted an emphatic way of being-in-the-world. In this chapter, we use and trouble this flaneurial opening to bring in Indigenous ways-of-knowing-in-being that begin from this assumption. In particular, we think with Gregory Cajete’s (2015) concept of becoming community which offers methodological insights into the processes and practices of being and becoming with/in an interconnected ecology of human, other-than-human, and more-than-human agents in relationship that come to (co-)constitute an Indigenous notion of place. Grounded in this ecology, creative and perceptive human-place relationships do not end with participatory observation. Rather, it gives rise to relational, reciprocal, and (re)generative place-making ethics.
KeywordsIndigenous education Walking Flâneur Place-making
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