Abstracts
Abstract
Education for reconciliation is centered on renewing Indigenous-settler relations. In this article, two graduate students share their experiences as they endeavour to take up a praxis for reconciliation. Positioned by their different cultural identities, they join in a duoethnographic conversation, to reflect on their learning and to share their successes, insights, and tensions as they navigate various complexities. Through their reflective process, they ask: What might collective enactment look like and what forms might it take in education? As they journey together, they discuss the need for spaces that promote vulnerability and openness, and the strength of land-based and grassroots learning opportunities.
Keywords:
- reconciliation,
- duoethnography,
- education,
- praxis,
- dialogue,
- journey,
- réconciliation,
- duo-ethnographie,
- éducation,
- pratique,
- dialogue,
- parcours
Résumé
L’éducation ayant pour but la réconciliation vise à renouveler les relations entre Autochtones et pionniers. Dans cet article, deux étudiantes à la maîtrise font part des expériences vécues au sein d’une démarche de réconciliation. Influencées par leur identité culturelle différente, elles participent à une discussion duo-ethnographique pour réfléchir à leurs apprentissages. Elles partagent leurs succès, observations et tensions au long de ce parcours parsemé d’embûches. Au cours de leur processus de réflexion, elles s’interrogent : « À quoi une démarche collective pourrait-elle ressembler et quelles formes pourrait-elle prendre dans le domaine de l’éducation? » En pleine démarche, les étudiantes abordent le besoin de lieux pour promouvoir la vulnérabilité et l’ouverture d’esprit, ainsi que le potentiel des opportunités d’apprentissage plus populaires et sur le terrain.
Mots-clés :
- reconciliation,
- duoethnography,
- education,
- praxis,
- dialogue,
- journey,
- réconciliation,
- duo-ethnographie,
- éducation,
- pratique,
- dialogue,
- parcours
Download the article in PDF to read it.
Download
Appendices
Bibliography
- Alberta Education. (2016). Education for reconciliation [Curriculum document]. Retrieved from https://education.alberta.ca/first-nations-métis-and-inuit-education/education-for-reconciliation/
- Battiste, M. (1998). Enabling the autumn seed: Toward a decolonized approach to Aboriginal knowledge, language, and education. Canadian Journal of Native Education, 22(1), 16-27.
- Battiste, M., & Barman, J. (1995). First Nations education in Canada: The circle unfolds. Vancouver, BC: UBC Press.
- Bissell, A., & Korteweg, L. (2016). Digital narratives as a means of shifting settler-teacher horizons toward reconciliation. Canadian Journal of Education, 39(3), 1-26.
- Butler, J. K., Ng-A-Fook, N., Vaudrin-Charette, J., & McFadden, F. (2015). Living between truth and reconciliation: Responsibilities, colonial institutions, and settler scholars. TCI (Transnational Curriculum Inquiry), 12(2), 44-63.
- Cajete, G. (1994). Look to the mountain: An ecology of Indigenous education. Durango, CO: Kivaki Press.
- Cannon, M. J. (2012). Changing the subject in teacher education: Centering Indigenous, diasporic, and settler colonial relations. Cultural and Pedagogical Inquiry, 4(2), 21-37.
- Davis, W. (2009). Wayfinders: Why ancient wisdom matters in the modern world. Toronto, ON: House of Anansi.
- Denis, V. S. (2007). Aboriginal education and anti-racist education: Building alliances across cultural and racial identity. Canadian Journal of Education/Revue canadienne de l’éducation, 30(4), 1068-1092.
- Donald, D. (2016). From what does ethical relationality flow? An Indian Act in three artifacts. In J. Seidel & D. W. Jardine (Eds.), The ecological heart of teaching: Radical tales of refuge and renewal for classrooms and communities (pp. 10-16). New York, NY: Peter Lang.
- Freire, P. (2010). Pedagogy of the oppressed (trans. M. Bergman Ramos). New York, NY: Continuum. (Original work published 1970)
- Haig-Brown, C. (2009). Decolonizing diaspora: Whose traditional land are we on? Cultural and Pedagogical Inquiry, 1(1), 4-21.
- Hildebrandt, K., Lewis, P., Kreuger, C., Naytowhow, J., Tupper, J., Couros, A., & Montgomery, K. (2016). Digital storytelling for historical understanding: Treaty education for reconciliation. Journal of Social Science Education, 15(1), 17-26.
- King, T. (2003). The truth about stories: A native narrative. Toronto, ON: House of Anansi Press.
- Korteweg, L., & Russell, C. (2012). Editorial: Decolonizing + Indigenizing = Moving environmental education towards reconciliation. Canadian Journal of Environmental Education, 17(5), 5-14.
- Little Bear, L. (2000). Jagged worldviews colliding. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 77-85). Vancouver, BC: UBC Press.
- MacDonald, J., & Markides, J. (2016, May). Reconciliation: Moving past recognition to re-imagining a reconciled future — together. Workshop presented at the Rouge Red Forum: Teaching for Justice, Equality in Age of Inequality, Calgary, AB.
- Maracle, L. (1996). I am woman: A native perspective on sociology and feminism. Vancouver, BC: Global Professional.
- McAdams, S. (2015). Nationhood interrupted: Revitalizing Nêhiyaw legal systems. Saskatoon, SK: Purich.
- Milloy, J. S. (1999). A national crime: The Canadian government and the residential school system, 1879 to 1986. Winnipeg, MB: University of Manitoba Press.
- Morris, J. (2017, March). Using language nests to promote the intergenerational transmission of Tāłtān. Paper presented at Rising Up: Graduate Students Conference on Indigenous Knowledge and Research in Indigenous Studies, Winnipeg, MB.
- Norris, J., & Sawyer, R. D. (2012). Toward a dialogic methodology. In J. Norris, R. D. Sawyer, & D. Lund (Eds.) Duoethnography: Dialogic methods for social, health, and educational research (Vol. 7). Walnut Creek, CA: Left Coast Press.
- Ontario Ministry of Education. (2016). The journey together: Ontario’s commitment to reconciliation with Indigenous Peoples. Toronto, ON: Queen’s Printer for Ontario.
- Pruden, H. (2017, March). Two-Spirit embodied: (Re)membering and (re)claiming. Paper presented at Rising Up: Graduate Students Conference on Indigenous Knowledge and Research in Indigenous Studies, Winnipeg, MB.
- Quantick, R. (2017, March). Elders, Indigenous healing, and the corrections service of Canada: A story of relational dissonance, sacred donuts, and drive thru expectations. Paper presented at Rising Up: Graduate Students Conference on Indigenous Knowledge and Research in Indigenous Studies, Winnipeg, MB.
- Reconciliation (n.d.). In Wikipedia. Retrieved February 10, 2018 from https://en.wikipedia.org/wiki/Reconciliation
- Regan, P. (2010). Unsettling the settler within: Indian residential schools, truth telling and reconciliation in Canada. Vancouver, BC, Canada: UBC Press.
- Sawyer, R. D., & Liggett, T. (2012). Shifting positionalities: A critical discussion of a duoethnographic inquiry of a personal curriculum of post/colonialism. International Journal of Qualitative Methods, 11(5), 628-651.
- Scully, A. (2012). Decolonization, reinhabitation and reconciliation: Aboriginal and place-based education. Canadian Journal of Environmental Education, 17, 148-158.
- Simpson, L. (2011). Dancing on our turtle’s back: Stories of Nishnaabeg re-creation, resurgence and a new emergence. Winnipeg, MB: Arbeiter Ring.
- Truth and Reconciliation Commission of Canada (TRC). (2015a). Honouring the truth, reconciling for the future: Summary of the final report on the Truth and Reconciliation Commission of Canada. Retrieved from http://publications.gc.ca/collections/collection_2015/trc/IR4-7-2015-eng.pdf
- Truth and Reconciliation Commission of Canada (TRC). (2015b). Calls to action. Retrieved from http://nctr.ca/assets/reports/Calls_to_Action_English2.pdf
- Tupper, J. A. (2014). The possibilities for reconciliation through difficult dialogues: Treaty education as peacebuilding. Curriculum Inquiry, 44(4), 469-488.
- University of Calgary (2017). ii’taa’poh’to’p. Together in a good way: A journey of transformation and renewal. Calgary, AB: University of Calgary.
- Venne, S. H. (2011). Treaties made in good faith. Canadian Review of Comparative Literature, 34(1), 1-16.