Résumés
Abstract
As more alarming truths are being revealed around the horrors of the residential schooling system in Canada, educators are being called to decolonize and Indigenize their teaching practices. As post-secondary teacher educators working in Indigenous education who have gained valuable insights around this difficult teaching, the authors offer readers a conceptual model of reconciliatory education. The model invites educators to move beyond colonial schooling practices to embrace decolonizing and Indigenizing approaches and the powerful potential of relational teaching and learning. Envisioned as an ethical space residing between Indigenizing and decolonizing practices and animated by truth-telling and critical thinking, the extended infinity model, presented in this article, shows the dynamic nature of teaching and learning that occurs when relating together through commitments to decolonizing and Indigenizing. While purposefully engaging in an ethos of ethical relationality, the model carries transformative potential for teaching and learning.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Aboriginal Healing Foundation. (2023). FAQ. https://www.ahf.ca/faqs
- Alfred, T. (2010). What is radical imagination? Indigenous struggles in Canada. Affinities: A Journal of Radical Theory, Culture, and Action, 4(2), 2010, pp. 5–8.
- Archibald, J.-A. (2008). Indigenous storywork: Educating the heart, mind, body, and spirit. University of British Columbia Press.
- Ashcroft, B., Griffiths, G., & Tiffin, H. (2000). Post-colonial studies: The key concepts (2nd ed.). Routledge.
- Association of Alberta Deans of Education. (2021). Alberta curriculum analysis. https://alberta-curriculum-analysis.ca/
- Association of Canadian Deans of Education. (2010). Accord on Indigenous education. https://csse-scee.ca/acde/wp-content/uploads/sites/7/2017/08/Accord-on-Indigenous-Education.pdf
- Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich.
- Battell Lowman, E., & Barker, A. (2015). Settler: Identity and colonialism in 21st century Canada. Fernwood Publishing.
- Bodnaresko, S., & Poitras Pratt, Y. (2023). Reconciliatory education: An extended infinity model. In Y. Poitras Pratt & S. Bodnaresko (Eds.), Truth and reconciliation through education: Stories of decolonizing practices (pp. 19-27). Brush Education.
- Carter, S. (2019). Lost harvests: Prairie Indian reserve farmers and government policy (2nd ed). McGill-Queen’s University Press.
- Chrona, J. (2022). Wayi Wah! Indigenous pedagogies: An act for reconciliation and anti-racist education. Portage & Main Press.
- Chung, S. (2016). The morning after Canada’s Truth and Reconciliation Commission report: Decolonisation through hybridity, ambivalence and alliance. Intercultural Education. 27(5), 399–408. https://doi.org/10.1080/14675986.2016.1240497
- Chung, S. H. S. (2019). The courage to be altered: Indigenist decolonization for teachers. New Directions for Teaching and Learning, 157, 13–25. https://doi.org/10.1002/tl.20327
- Corntassel, J., & Holder, C. (2008). Who’s sorry now? Government apologies, truth commissions, and Indigenous self-determination in Australia, Canada, Guatemala, and Peru. Human Rights Review 9(4), 465–489. https://doi.org/10.1007/s12142-008-0065-3
- Cote-Meek, S., & Moeke-Pickering, T. (2020). Decolonizing and Indigenizing education in Canada. Canadian Scholars’ Press.
- Coulthard, G. S. (2014). Red skin, white mask: Rejecting the colonial politics of recognition. Indigenous Americas.
- Coyle, M., & Borrows, J. (2017). The right relationship: Reimagining the implementation of historical treaties. University of Toronto Press.
- Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Law Forum 1(8), 139–167.
- Dickason, O. P. (2002). Canada’s first nations: A history of founding peoples from earliest times (3rd ed.). McClelland & Stewart.
- Donald, D. (2009). The curricular problem of Indigenousness: Colonial frontier logics, teacher resistances, and the acknowledgment of ethical space. In J. Nahachewsky & I. Johnston (Eds.), Beyond presentism: Re-imagining the historical, personal, and social places of curriculum (pp. 23–41). Sense Publishers.
- Donald, D. (2012). Forts, curriculum, and ethical relationality. In N. Ng-A-Fook & J. Rottmann (Eds.), Reconsidering Canadian curriculum studies (pp. 39–46). Palgrave Macmillan. https://doi.org/10.1057/9781137008978_3
- Ermine, W. (2007). The ethical space of engagement. Indigenous Law Journal, 6(1), 193–203. https://jps.library.utoronto.ca/index.php/ilj/article/view/27669/20400
- Evans, C., Charlebois, S., Danyluk, P. J., & Poitras Pratt, Y. (2020, March 5). How do we move reconciliation in schools forward? EdCan Network. https://www.edcan.ca/articles/move-reconciliation-in-schools/
- Francis, D. (1997). National dreams: Myth, memory, and Canadian history. Arsenal Pulp Press.
- Freeman, K., McDonald, S., & Morcom, L. (2018, April 24). Truth and reconciliation in YOUR classroom: How to get started, and who can help. EdCan Network. https://www.edcan.ca/articles/truth-reconciliation-classroom/
- Freire, P. (1970). Pedagogy of the oppressed. Seabury Press.
- Furniss, E. (2000). The burden of history: Colonialism and the frontier myth in rural Canadian community. University of British Columbia Press.
- Garneau, D. (2012). Imaginary spaces of conciliation and reconciliation: Art, curation, and healing. West Coast Line, 46(2), 28–38.
- Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for Indigenizing the Canadian academy. Alternative, 14(3), 218–227. https://doi.org/10.1177%2F1177180118785382
- Gilmore, S. (2015, January 22). Canada’s race problem? It’s even worse than America’s. Maclean’s. http://www.macleans.ca/news/canada/out-of-sight-out-of-mind-2/
- Gladue, K. (2022). Stories told in circles: A journey seeking holistic mental health and wellness supports for University of Calgary Indigenous post-secondary students [Embargoed Master’s Thesis]. Faculty of Social Work, University of Calgary.
- Government of Canada. (2021). Indian Residential School Settlement Agreement.
- Graveline, F. J. (1998). Circle works: Transforming Eurocentric consciousness. Fernwood.
- Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. Jossey-Bass.
- Indian Residential Schools Agreement. (2006, January 3). https://www.residentialschoolsettlement.ca/IRS%20Settlement%20Agreement-%20ENGLISH.pdf
- Jewell, E., & Mosby, I. (2019). Calls to action accountability: A status update on reconciliation. Yellowhead Institute. https://yellowheadinstitute.org/2019/12/17/calls-to-action-accountability-a-status-update-on-reconciliation/
- Kanu, Y. (2011). Integrating Aboriginal perspectives into the school curriculum: Purposes, possibilities, and challenges. University of Toronto Press.
- Kirkness, V. J. (2013). Creating space: My life and work in Indigenous education. University of Manitoba Press.
- Land, C. (2007). Interrogating non-indigenous support for Indigenous self-determination. Lilith: A Feminist History Journal, 16, 96–107. https://search.informit.org/doi/10.3316/informit.489579764034802
- Liu, J. (2009). Barbed wire: The fence that changed the west. Mountain Press Publishing Company.
- Louie, D., & Poitras Pratt, Y. (in press). Witnessing as an Indigenizing practice. McGill Journal of Education.
- Louie, D., Poitras Pratt, Y., Hanson, A., & Ottmann, J. (2017). Applying Indigenizing principles of decolonizing methodologies in university classrooms. Canadian Journal of Higher Education, 47(3), 16–33. http://journals.sfu.ca/cjhe/index.php/cjhe/issue/view/182767
- Madden, B. (2019) A de/colonizing theory of truth and reconciliation education. Curriculum Inquiry, 49(3), 284–312, https://doi.org/10.1080/03626784.2019.1624478
- McLeod, N., & Wolvengrey, A. (2016). 100 days of Cree. University of Regina Press.
- Metcalfe-Chenail, D. (2016). In this together: Fifteen stories of truth and reconciliation. Brindle & Glass.
- Miller, J. R. (2018). Skyscrapers hide the heavens: A history of Native-newcomer relations in Canada (4th ed.). University of Toronto Press.
- National Indian Brotherhood/Assembly of First Nations. (1972). Indian control of Indian education. National Indian Brotherhood/Assembly of First Nations.
- National Inquiry into Murdered and Missing Indigenous Women and Girls. (2019). Reclaiming Power and Place: The Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls. https://www.mmiwg-ffada.ca/final-report/
- Poitras Pratt, Y. (2020). Digital storytelling in Indigenous education: A decolonizing journey for a Métis community. Routledge Press.
- Poitras Pratt, Y. (2021). Resisting symbolic violence: Métis community engagement in lifelong learning. International Journal of Lifelong Education, 40(4), 382–394. https://doi.org/10.1080/02601370.2021.1958017
- Poitras Pratt, Y., & Bodnaresko, S. (Eds.). (2023). Truth and reconciliation through education: Stories of decolonizing practices. Brush Education.
- Poitras Pratt, Y., Bodnaresko, S., & Scott, M. (2021). Ensemble mentorship as a decolonising and relational practice in Canada. Journal of University Teaching & Learning Practice, 18(7), 177–194. https://doi.org/10.53761/1.18.7.11
- Poitras Pratt, Y., & Danyluk, P. (2017). Learning what schooling left out: Making an Indigenous case for critical service-learning and critical pedagogy within teacher education. Canadian Journal of Education, 40(1), 1¬–29. http://journals.sfu.ca/cje/index.php/cje-rce/article/view/2349/2379
- Poitras Pratt, Y., & Danyluk, P. J. (2019). Exploring reconciliatory pedagogy and its possibilities through educator-led praxis. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3), 1–16. https://doi.org/10.5206/cjsotl-rcacea.2019.3.9479
- Poitras Pratt, Y., & Gladue, K. (2022). Re-defining academic integrity with Indigenous truths. In S. Eaton & J. C-Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge. Springer. https://link.springer.com/chapter/10.1007/978-3-030-83255-1_5
- Regan, P. (2010). Unsettling the settler within: Indian residential schools, truth-telling, and reconciliation in Canada. University of British Columbia Press.
- Robinson, D., & Martin, K. (2016). Introduction: ‘The body is a resonant chamber.’ In D. Robinson & K. Martin (Eds.), Arts of Engagement: Taking aesthetic action in and beyond the Truth and Reconciliation Commission of Canada (pp. 21–41). Wilfred Laurier University Press.
- Rose, N. (1999). Powers of freedom: Reframing political thought. Cambridge University Press.
- Rothberg, M. (2019). The implicated subject: Beyond victims and perpetrators. Stanford University Press. https://doi.org/10.1515/9781503609600
- Royal Commission on Aboriginal Peoples. (1996). Report of the Royal Commission on Aboriginal Peoples. The Commission.
- Schimmel, N. (2022). A critical perspective on reconciliation and a Rwandan case study. Peace Review, 1–14. https://doi.org/10.1080/10402659.2022.2042918
- Seixas, P. (2017). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593–605.
- Sensoy, O., & DiAngelo, R. (2017). Is everyone really equal? Teachers College Press.
- Shirley, V. J. (2017). Indigenous social justice pedagogy: Teaching into the risks and cultivating the heart. Critical Questions in Education, 8(2), 163–177. https://files.eric.ed.gov/fulltext/EJ1135616.pdf
- Simon, R. I. (2000). The touch of the past: The pedagogical significance of a transactional sphere of public memory. In P. Trifonas (Ed.), Revolutionary pedagogies: Cultural politics, instituting education, and the theory of discourse (pp. 61–80). Routledge.
- Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society 3(3), 1-25. https://jps.library.utoronto.ca/index.php/des/article/view/22170
- Simpson, L. B. (2017, November 23). Land and reconciliation: Having the right conversation. Watershed Sentinel. https://watershedsentinel.ca/articles/land-reconciliation/
- Sium, A., Desai, C., & Ritskes, E. (2012). Towards the ‘tangible unknown’: Decolonization and the Indigenous future. Decolonization: Indigeneity, Education & Society, 1(1), i–xiii. https://jps.library.utoronto.ca/index.php/des/article/view/18638
- Smith, L. T. (1999). Decolonizing methodologies: Research and Indigenous peoples (1st ed.). Zed Books.
- Smith, L. T. (2012). Decolonizing methodologies: Research and Indigenous peoples (2nd ed.). Zed Books.
- Smith, L. T. (2021). Decolonizing methodologies: Research and Indigenous peoples (3rd ed.). Zed Books.
- St. Denis, V. (2007). Aboriginal education and antiracist education: Building alliances across cultural and racial identity. Canadian Journal of Education, 30(4), 1068–1092.
- Taylor. E. W., & Jarecke, J. (2009). Looking forward by looking back: Reflections on the practice of transformative learning. In J. Mezirow & Edward W. Taylor & Associates (Eds.), Transformative learning in practice: Insights from community, workplace, and higher education (pp. 275–289). Jossey-Bass.
- Teillet, J. (2019). The North-West is our mother: The story of Louis Riel’s people, the Métis Nation. HarperCollins Publishers Ltd.
- Toulouse, P. R. (2018). Truth and reconciliation in Canadian schools. Portage and Main Press.
- Trimbee, A., & Kinew, W. (2015, December 10). Why Canadian universities should mandate indigenous courses. The Globe and Mail. https://www.theglobeandmail.com/opinion/canadas-universities-shouldmandate-indigenous-courses/article27670152/
- Truth and Reconciliation Commission of Canada (2015a). The final report of the Truth and Reconciliation Commission of Canada, Volumes 1-6. Government of Canada.
- Truth and Reconciliation Commission of Canada (2015b). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. Government of Canada.
- Truth and Reconciliation Commission of Canada. (2015c). Truth and Reconciliation Commission of Canada: Calls to action. Government of Canada. http://nctr.ca/assets/reports/ Calls_to_Action_English2.pdf
- Truth and Reconciliation Commission of Canada (2015d. What we have learned: Principles of truth and reconciliation. Government of Canada. https://publications.gc.ca/site/eng/9.800280/publication.html
- Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40. https://jps.library.utoronto.ca/index.php/des/article/view/18630
- United Nations Declaration on the Rights of Indigenous Peoples. (2021). https://www.justice.gc.ca/eng/declaration/index.html
- Universities Canada. (2015, June 29). Universities Canada principles on Indigenous education. https://www.univcan.ca/media-room/media-releases/universities-canada-principles-on-indigenous-education/
- Wagamese, R. (2016). Embers: One Ojibway’s meditations. Douglas & McIntyre.
- Walia, H. (2014). Decolonizing together: Moving beyond a politics of solidarity toward a practice of decolonization. In the Kino-nda-niimi Collective (Eds.), The winter we danced: Voices from the past, the future, and the Idle No More movement (pp. 44–51). ARP Books.
- Watters, H. (2015, June 1). Truth and Reconciliation chair urges Canada to adopt United Nations declaration on Indigenous Peoples. CBC News. http://www.cbc.ca/news/politics/truth-and-reconciliation-chair-urges-canada-to-adopt-un-declaration-on-indigenous-peoples-1.3096225
- Wilson-Raybould, J. (2021). “Indian” in the cabinet: Speaking truth to power. HarperCollins.