Abstracts
Abstract
In this article, I develop guiding questions to explore ways that the Scholarship of Teaching and Learning (SoTL) can contribute to advancing reconciliation in Canadian universities. I draw on decolonization and Indigenization literature to reflect on my SoTL practice, identify tensions, and look ahead to next steps in my research. Ultimately, I aim to invite co-reflection and extend dialogue within the community of SoTL scholars towards contributing to reconciliation through SoTL.
Keywords:
- Scholarship of Teaching and Learning (SoTL),
- Indigenization,
- decolonization,
- approaches to SoTL,
- critical SoTL
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Appendices
Biographical note
Joshua Hill [jhill1@mtroyal.ca] is an assistant professor in the Department of Education at Mount Royal University. At the heart of Josh’s professorship is a commitment to ethical relationality. Josh invites teacher candidates, teacher educators, teachers, and educational leaders to partner with him to learn from Indigenous ways of being and (re)story education as a journey towards relationality, reciprocity, well-being, and sustainability.
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