Toward a Curriculum for Reconciliation Through Place-Based Education: Documenting a Whole School's Blackfoot Learning Journey

• In Event: Marriott Roundtable Session 31
  In Roundtable Session: Entanglements of Citizenship and Place-Ing the Nation

Abstract

The purpose of this paper is to share one school’s journey to learn Blackfoot language and culture and its contribution to a deeper understanding of how to transform teaching and learning through sustained experiences on the land. This paper discusses the research methodology, data interpretations through three diverse perspectives of an Elder, school principal, and researcher, and identifies ways that schools can work with community partners and Indigenous Elders to shift school culture and pedagogy through learning the wisdom and stories of Indigenous culture. The data points to ground-breaking understanding of Indigenous-Settler relationships through active, transformative learning based on the land. This study illuminates the successes and challenges that schools face when taking on the work of education for reconciliation

Authors

• Stephanie Bartlett, University of Calgary

• Randy Bottle, University of Calgary and Calgary Board of Education

• Cindy White, Calgary Board of Education