Relational Accountability in Education Change Networks Through Local Indigenous Ways of Knowing and Being

• In Event: Professional Networks for Educational Change

Abstract

Indigenous students encounter systematic prejudice in education systems that lack respect for their ways of knowing and being. Reconciliation and educational and system transformation need to work in tandem if we are to disrupt hierarchical practices and structures that enact a hidden curriculum of privilege and racism. Collaboration with Indigenous community partners within educational change networks (ECNs) hold potential to support pedagogical transformation and redefine student success. ECNs engage teachers as collaborative inquirers into their practice. However, questions about how ECNs can best support teacher PD that takes up Indigenous contributions remain. Analyses in this ECN study revealed white/settler participants engaging with difficult knowledge and awakening to structural inequities, emphasizing their need for external resources, and moving to action.

Authors

• Leyton Schnellert, University of British Columbia

• Sara Florence Davidson, Simon Fraser University

• Bonny Lynn Donovan, University of British Columbia