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Know Your Place for Mental Health on the Prairies: Tacting a Topography of Learning from Alberta for Curricula and Educational Studies
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- Author / Creator
- Holt, Regan C.
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How might we understand the role of place within mental health? Already exposed as a teacher to a harmful curriculum of place in Alberta, I posed this question based on the opinion that place
relations mattered for making sense of mental health here. Local educators and many beyond, may need to be made aware of a long-running local curriculum on the prairies once invested in
perpetuating the eugenics project. Violent and racist, this mental health initiative applied pioneering metaphors, ancient philosophy, medicalized definitions, and ideals shaped by settler colonialism to garner public support. In resistance, I purposely sought place-conscious ideas in and around amiskwaciy wâskahikan on Treaty 6 territory or Edmonton, Alberta, Canada. A review focusing on intercultural, transdisciplinary, lyrical, and decolonizing sensibilities assisted with generating tact-full educational exercises for grounding the co-creative approach introduced as an innovation for academic and critical ecohermeneutic research. Of late, ecohermeneutics has
emerged from the texts of curriculum studies as a philosophical, place-conscious practice of interpretation to question and challenge conceptual notions associated with collective
mis/understandings and broken relations in Canada. From four rounds of one-on-one meetings with former junior high students over eight months, possible alternative, conceptual responses
relevant to the contexts of present-day schooling were expressed and gathered. Following each round, I met with a local Knowledge Keeper, providing ecological teachings and translations of place names that emerged through my former students’ resonant descriptions. Then, layered images from the field were arranged alongside our transcribed interpretations. -
- Subjects / Keywords
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- Graduation date
- Spring 2024
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- Type of Item
- Thesis
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- Degree
- Doctor of Philosophy
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- License
- This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.