Weaving Indigenous Knowledges Into Educational Practices: Navigations Within Policies, Politics, and Relations

• In Event: Ontoepistemological Policies, Practices, and Theorizations in Curriculum

Abstract

Our research engages how educational leaders are responding to and taking up the Truth and Reconciliation Calls to Action (TRC, 2015). Drawing from a bounded case study, we ask: what are the experiences of learning to incorporate Indigenous knowledges in educational practices? How have these experiences helped to build knowledge and awareness for individual educators and the broader community? In participant reflections on a professional learning series—designed in partnership between a school board, professional learning provider, and university to facilitate leading for Indigenous learning—four themes emerged: relationality; identity and positionality; time; and intentionality. In this presentation, we honour and further describe the diverse entry-points, experiences, challenges, and learnings, to amplify how knowledge building can ensue through navigating tensions.

Authors

• Mairi McDermott, University of Calgary

• Jennifer Macdonald, University of Calgary

• Jennifer Megan Markides, University of Calgary

• Michael Holden, Queen's University