Reconcepualizing Education Through Co-Curricular Making: Honoring Indigenous Connections to Land, Culture, and the Relational Self

• In Event: 43.008 - "When Alternative Facts Are Birthed in a Colonial Womb": Native American and Indigenous Uncementing Settler Histories

Abstract

Canadian educators are charged with the weighty curricular responsibility of decolonizing pedagogies. As allies in teacher education, our call to action seeks respectful and productive “pathways” for educators to pedagogically respond (Styres, 2017). In consultation with Indigenous community partners, a university team draws upon four funded studies with shared findings informing the co-design of curricular experiences with k-12 educators that are intentionally oriented towards fostering principles and practices that reconceptualize education in ways that honour Indigenous histories. In doing so, we foreground pathways and associated pedagogies that illuminate relational connections to land, culture, and understandings of self in the world, orienting education away from competition and control and towards individual/collective growth and well-being.

Authors

• Margaret A. Macintyre Latta, The University of British Columbia - Okanagan

• Karen Ragoonaden, The University of British Columbia

• Jan Hare, The University of British Columbia

• Sabre Lynn Cherkowski, University of British Columbia

• Terry Beaudry, Central Okanagan School District

• Kevin Kaardal, Central Okanagan School District