Thinking Through Settler Hesitancies and Trespasses: Necessities and Possibilities for Teaching Treaty Relationships

• In Event: Creative Visions of Anti-Oppressive Classroom Strategies

Abstract

This paper interprets findings from a larger study that examines the efficacy and long-term impact of teacher training that prioritizes working through treaty relationships and highlighting Indigenous perspectives.  Through anti-racist, anti-oppressive, and anti-colonial theories grounded in Indigenous ways of knowing, the authors explain how settler teachers are hesitant to trespass, while doing this work.  The data suggests that these hesitancies can create generative spaces, but can also indicate reluctance to engaging with difficult work.  These hesitancies for fear of trespass are shown through the fear of appropriation, reprimand, and causing more harm.  The authors discuss the ways teachers are always-already trespassing on Indigenous lands and the necessities and possibilities of this work.

Authors

• Daniela Bascuñán, Toronto District School Board 

• Shawna Carroll, Okayama University

• Jean-Paul Restoule, University of Toronto

• Mark Sinke, University of Toronto