Being Indigenous in the Indigenous Education Classroom: A Critical Self-Study of Teaching in an Impossible and Imperative Assignment

• In Event: 43.068 - Fostering Relational Pedagogy: Self-Study as Transformative Praxis

Abstract

Both in my work and in my life, I walk in two worlds. I am cognizant of the irreconcilable tensions between Western and Indigenous worldviews (Little Bear, 2000) and how they play out in the academy. I navigate both settler and Indigenous lineages, and bring my complex identity into the classroom, wondering how will I be received. My role as teacher blurs the lines between my personal and professional identities. I am Métis. I am an educator. The institution asks me to bring my Métis-ness forward in the classroom, to be seen as an authority on Indigenous education. As an Indigenous Education instructor, I am conflicted: optimistic, reticent, humbled, honoured, and terrified, all at once. I strongly ascribe to the belief that “we teach who we are” (Palmer, 2017, p. 1). As such, I bring myself to my teaching—my history, my experiences, my values, my strengths, and my shortcomings. The content in the Indigenous Education course is daunting. It spans historical, political, philosophical, sociological, educational, and ethical issues. The students come into the course out of necessity, rather than by choice, as it is a mandatory part of their teacher education program. Some come in with open hearts, while others come in with closed minds. How can I be the teacher the students need me to be? Can I be enough? The university deems me to be a worthy candidate, but would my community? The Indigenous Education classroom is a contested space and a site of potential harm. Is being asked to teach this course an act of further oppression or an emancipatory opportunity?
Through self-study, I share my reflections, struggles, and discoveries in teaching a compulsory Indigenous Education course to pre-service teachers in the university setting. By way of deep introspection, I revisit the experiences that troubled me personally and pushed me professionally. I consider the many challenges associated with this important work in hopes of learning from and improving my practice. I also share my questions, observations, and stories as part of a larger reconciliatory conversation.

Author

• Jennifer Megan Markides, University of Calgary