Education Research Dialogic Moments in Time: Naming Ways Beginning Teachers Take Up Decolonization and Indigenization

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Shaping Narrative Research Methods (Table 16)

Abstract

This study provides insight into a dialogic method for naming ways in which teacher candidates understand decolonizing and Indigenizing the curriculum of classroom spaces. The decolonizing education research literature, reveals a limited view of the voice of the beginning teacher in the north of Turtle Island—also known as Canada—who is at the center of undertaking processes to address the calls to action of the Truth and Reconciliation Commission of Canada (2015). Using a focus group structure, inspired with provocations, evocations, and the experience of all present, the settler-educator-researcher finds that teacher candidates engage in self-reflective and relationally collaborative dialogue, and their emergent articulations on decolonization and Indigenization inform the ongoing meaning-making which is vital to decolonizing education.

Author

• Jody Dlouhy-Nelson, University of British Columbia - Okanagan
  Presenting Author