Teaching Through Responsive and Relational Pedagogies: Transforming K–12 Classrooms

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Culturally Sustaining and Decolonial Pedagogical Praxis (Table 2)

Abstract

This paper draws upon the findings of a SSHRC funded research project addressing reconciliaction as a form of critical social action through understandings of relationality and responsive pedagogies. Authors focus on traditions of thought developed by Indigenous peoples across Canada while examining ways these perspectives are applied in K-12 classrooms. The authors will also look at what barriers continue to exist that generate resistances to increased consciousness concerning traditional and contemporary Indigenous values, cultures, leadership and knowledge systems within traditionally mainstream learning contexts. The overall goal of this chapter is to explore Indigeneity within K-12 learning experiences and how responsive and relational pedagogies can transform classroom spaces.

Authors

• Sandra Styres, University of Toronto - OISE
  Presenting Author

• Ryan Neepin, University of Toronto
  Presenting Author