Résumés
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
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
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.
Bibliography
- Anselmo, L., & Lindstrom, G. (2022, November 10–12). Indigenous ways of knowing course design—A story of where to begin [Paper presentation]. Symposium for Scholarship of Teaching and Learning, Banff, AB, Canada.
- Archibald, J. (2008). Indigenous storywork: Educating the heart, mind, body, and spirit. UBC Press.
- Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich.
- Behari-Leak, K. (2020). Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning. Teaching and Learning Inquiry, 8(1), 4–23. https://doi.org/10.20343/teachlearninqu.8.1.2
- Bernstein, D. (2013). How SoTL-active faculty members can be cosmopolitan assets to an institution. Teaching & Learning Inquiry: The ISSOTL Journal, 1(1), 35–40. https://doi.org/10.2979/teachlearninqu.1.1.35
- Cliffe, A., Cook-Sather, A., Healey, M., Healey, R., Marquis, E., Matthews, K. E., Mercer-Mapstone, L., Ntem, A., Puri, V., & Woolmer, C. (2017). Launching a journal about and through students as partners. International Journal for Students as Partners, 1(1) 1–9. https://doi.org/10.15173/ijsap.v1i1.3194
- Coleman, K., Uzhegova, D., Blaher, B., & Arkoudis, S. (2023). The educational turn: Rethinking the Scholarship of Teaching and Learning in higher education (1st ed.). Springer. https://doi.org/10.1007/978-981-19-8951-3
- Corntassel, J. (2012). Re-envisioning resurgence: Indigenous pathways to decolonization and sustainable self-determination. Decolonization: Indigeneity, Education, & Society, 1(1), 86–101.
- Crawford, C., Hill, J., Dykema, D., Hiltermann, E., Tata, H., & Wong, J. (2022). (Re)storying education. In E. Lyle (Ed.), Re/humanizing education (pp. 10–20). Brill. https://doi.org/10.1163/9789004507593_002
- Danyluk, P., Burns, A., Poitras Pratt, Y., Kendrick A., Plante, M., Wessel, S., Crawford, K., Lemaire, W., Hill, J. T., Bright, R., Burleigh, D., Weir, C., Hill, L., & Boschman, L. (2023). Examining the braiding and weaving of Indigenous ways of knowing, being, and doing in Alberta teacher education. Alberta Journal of Educational Research, 69(3), 384–405. https://doi.org/10.11575/ajer.v69i3.76174
- Danyluk, P., Burns, A., Poitras Pratt, Y., Kendrick A., Wessel, S., Plante, M., Crawford, K., Lemaire, W., Hill, J. T., Bright, R., Burleigh, D., Weir, C., Hill, L., & Boschman, L. (2024). Three ways teacher education can braid and weave Indigenous knowledge into programs. Canadian Teacher, 20(2), 6. https://canadianteachermagazine.com/issues/2024/CTM-Winter24/Flow%20Paper/#page=1
- Dei, G. S. (2000). Rethinking the role of Indigenous knowledges in the academy. International Journal of Inclusive Education, 4(2), 111–132. https://doi.org/10.1080/136031100284849
- Donald, D. (2012a). Forts, colonial frontier logics, and Aboriginal-Canadian relations: Imagining decolonizing educational philosophies in Canadian contexts. In A. A. Abdi (Ed.), Decolonizing philosophies of education (pp. 91–111). Sense Publishers. https://doi.org/10.1007/978-94-6091-687-8_7
- Donald, D. (2012b). Indigenous Métissage: A decolonizing research sensibility. International Journal of Qualitative Studies in Education, 25(5), 535–555.
- Donald, D. (2021). We need a new story: Walking and the wâhkôhtowin imagination. Journal of the Canadian Association for Curriculum Studies, 18(2), 53–63. https://doi.org/10.25071/1916-4467.40492
- Fedoruk, L. M., & Lindstrom, G. E. (2022). The ethics of equity when engaging students as partners in SoTL research. In L. M. Fedoruk (Ed.), Ethics and the Scholarship of Teaching and Learning (pp. 147–162). Springer. https://doi.org/10.1007/978-3-031-11810-4_10
- Fry, M. (2017). Engaging with Elders: A co-created story. https://www.cbe.ab.ca/about-us/advisory-councils/FineArtsAdvisoryCouncilDocuments/elders-protocol.pdf
- Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218–227. https://doi.org/10.1177/1177180118785382
- Government of Canada (2022). Tri-Council policy statement: Ethical conduct for research involving humans. https://ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2022.html
- Hanson, A., & Danyluk, P. (2022). Talking circles as Indigenous pedagogy in online learning. Teaching and Teacher Education, 115, 1–9. https://doi.org/10.1016/j.tate.2022.103715
- Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy. https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/resources/engagement_through_partnership_1568036621.pdf
- Hewson, K., & Easton, L. (2022). Packing up the big tent: Que(e)rying and decolonizing SoTL. Imagining SoTL, 2(1), 63–78. https://doi.org/10.29173/isotl602
- Hill, J. T. (2022, November 10–12). Combating racism towards Indigenous peoples by seeking to include Indigenous perspectives in a department of education [Paper presentation]. Symposium for Scholarship of Teaching and Learning, Banff, AB, Canada.
- Hill, J. T., Crawford, C., Martens, S., Pelletier, C., Thomas, C., & Wong, A. (in press). Leadership as Métissage: Seeking to Indigenize our faculty of education. International Journal for Leadership in Learning.
- Hill, J. T., Thomas, C., & Brown, B. (2019). Research assistant as partner: Collective leadership to facilitate co-production. International Journal for Students as Partners, 3(2), 129–138.
- Hill, J. T., Thomas, C., & Robb-Hagg, A. (2023). Decolonizing assessment practices in teacher education. In P. Seitz & S. L. Hill (Eds.), Assessment of online learners: Foundations and applications for teacher education. Routledge. https://doi.org/10.4324/9781003347972-9
- Hutchings, P., Borin, P., Keesing-Styles, L., Martin, L., Michael, R., Scharff, L., Simkins, S., & Ismail, A. (2013). The Scholarship of Teaching and Learning in an age of accountability: Building bridges. Teaching & Learning Inquiry, 1(2), 35–47. https://doi.org/10.2979/teachlearninqu.1.2.35
- Innocente, N., Baker, J., & Goodwin De Faria, C. (2022). Vulnerability and student perceptions of the ethics of SoTL. In L. M. Fedoruk (Ed.), Ethics and the Scholarship of Teaching and Learning (pp. 111–128). Springer. https://doi.org/10.1007/978-3-031-11810-4_8
- Kahpeaysewat, N., Lemieux, C., & Hill, J. T. (2023). (De)Colonized science: Hopes, complexities, tensions, and frustrations in seeking to Indigenize undergraduate science education. Imagining SoTL, 3(2), 27–39. https://doi.org/10.29173/isotl688
- Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations, and contexts. University of Toronto Press.
- Lemieux, C. (2022, November 10–12). Cognitive imperialism and Indigenization in STEM [Paper presentation]. Symposium for Scholarship of Teaching and Learning, Banff, AB, Canada.
- Little Bear, L. (2002). Jagged worldviews colliding. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 78–85). UBC Press.
- Louie, D. (2019). Aligning universities’ recruitment of Indigenous academics with the tools used to evaluate scholarly performance and grant tenure and promotion. Canadian Journal of Education, 42(3), 791–815.
- Louie, D. W., Poitras Pratt, Y., Hanson, A. J., & Ottmann, J. (2017). Applying Indigenizing principles of decolonizing methodologies in university classrooms. Canadian Journal of Higher Education, 47(3), 16–33. https://doi.org/10.47678/cjhe.v47i3.187948
- Mount Royal University. (2023). Partnering with the Brown Bear Woman Cultural Centre. https://www.mtroyal.ca/ProgramsCourses/FacultiesSchoolsCentres/HealthCommunityEducation/Departments/Education/OurStories/mru-standard-widgets-af13.htm
- Munroe, I. (2021, August 18). Where truth and reconciliation stand at Canadian universities. University Affairs. https://www.universityaffairs.ca/features/feature-article/where-truth-and-reconciliation-stand-at-canadian-universities/
- Parkes, W. (2023, November 24–25). Back to the land: Introducing land-based learning to first-year law students [Paper presentation]. Symposium for Scholarship of Teaching and Learning, Canmore, AB, Canada.
- Plews, R. C., & Amos, M. L. (2020). Evidence-based faculty development through the Scholarship of Teaching and Learning (SoTL). IGI Global.
- Restoule, J. P., & Chaw-win-is. (2017, October). Old ways are the new ways forward: How Indigenous pedagogy can benefit everyone [Paper presentation]. Paper prepared for CCUNESCO Idea Lab, Ottawa, ON, Canada.
- Smith, L. T. (2021). Decolonizing methodologies: Research and Indigenous peoples (3rd ed.). Zed.
- Styres, S. (2019). Pathways for remembering and (re)cognizing Indigenous thought in education. In H. Tomlins-Jahnke, S. Styres, S. Lilley, & D. Zinga (Eds.), Indigenous education: New directions in theory and practice (pp. 39–62). University of Alberta Press.
- Tuck, E., & Yang, W. K. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
- Weasel Head, G. (2023). Envisioning SoTL through a lens of Indigenous cultural continuity. Imagining SoTL, 3(1), 14–27. https://doi.org/10.29173/isotl683
- Wilson, S., & Hughes, M. (2019). Why research is reconciliation. In S. Wilson, A. V. Breen, & L. DuPré (Eds.), Research and reconciliation: Unsettling ways of knowing through Indigenous relationships (pp. 6–19). Canadian Scholars.