Critical Cross-Disciplinary Approaches to Indigenization, Decolonization, and Reconciliation

• In Event: 63.085 - MTCC Roundtable Session 26
  In Roundtable Session: 63.085-10 - Decolonizing and Indigenizing the Academy to Honor Indigenous Approaches to Education

Abstract

As an interdisciplinary Indigenous/Settler collective, our research focuses on innovations in university/college classroom pedagogy and curriculum that take up the Truth and Reconciliation Commission of Canada (TRC) 2015 Calls to Action. Our multi-year research explores approaches to decolonization and Indigenization across Canadian post-secondary arts and science faculties. Using Indigenous methodologies, this study reports on data collected in 2 talking circles held at the 2017 national educational conference focused on challenges, dilemmas and opportunities in educating toward decolonization. We identify four overarching themes of relationship, responsibility, deconstruction and reconstruction (Battiste, 2012) in the knowledge and attitudes animating participants' approaches. Within these are dense nodal points of identity/positionality and institutional structural conditions informing how educators approach decolonization and Indigenization, healing and transformation.

Authors

• Lisa K. Taylor, Bishop's University

• Lindsay A. Morcom, Queen's University - Kingston

• Lynne Davis, Trent University

• Jan Hare, The University of British Columbia

• chris Hiller, University of Guelph