Writing as Resurgent Presencing: An Urban Coyote Curriculum





métissage, writing, urban Indigeneity, resurgent presencing, Indigenous arts, coyotes


In this article, I contemplate the importance of writing to my wellbeing; I reflect on how urban Indigenous presence is enacted and theorized; and I consider an encounter with a coyote during a daily walk. These three narratives are brought together through a textual weaving or métissage. Through this interweaving, and by enacting place-based, relational storying, I undertake a curricular inquiry into presence and presencing. This contemplative inquiry emerges from a particular time and place: from deep in the second winter of the COVID-19 pandemic, from my positionality as an urban Indigenous person, and from my day-to-day existence as a scholar and human being.

Author Biography

Aubrey Jean Hanson, University of Calgary

Aubrey Jean Hanson is a Métis scholar and educator from Calgary, Alberta. She currently serves as Associate Professor in Curriculum and Learning at the Werklund School of Education at the University of Calgary.


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How to Cite

Hanson, A. J. (2023). Writing as Resurgent Presencing: An Urban Coyote Curriculum. Journal of the Canadian Association for Curriculum Studies, 20(2-3), 40–52. https://doi.org/10.25071/1916-4467.40735