The Dismantling Journey: Our Research/Our Teaching/Our Institutions Practices

• In Event: Rehearsals for Change: Engaging in Meaningful Equity, Diversity, and Inclusion in Teacher Education

Abstract

Objectives: As the Honourable Justice Murray Sinclair, Chair of Canada’s Truth and Reconciliation Commission (TRC) so pointedly noted in his statements on reconciliation: ‘Education has gotten us into this mess, and education will get us out’ (Watters, 2015). For educational institutions and especially for researchers in postsecondary institutions these words are critical. How as researchers, particularly in faculties of education, do we navigate, challenge, and dismantle/change everyday practices of colonial racism? Learning from participatory work with Indigenous young people, how can the journey of dismantling have an impact on research ethics, other institutional protocols and our practices in teacher education? The objective of this paper is to examine, critique and imagine anew some of these everyday practices and institutional protocols with the idea of supporting institutional change.

Theoretical framework: This paper is located within the broad framework of decolonization and teacher education. It draws together the work of key Indigenous scholars such as Tuck & Wang (2012) and Kovach, 2021, and a methodological self-study framework to reflexive engagement as teacher educators in relation to social justice (Mitchell et al, 2020; Pithouse et al, 2009). Supported by a reflexive ‘learning across projects’ approach (Mitchell et al, 2017), the paper considers how our research in arts-based research with Indigenous youth can be brought into our teaching and our institutions.

Modes of Inquiry: The paper comes out of 3 interrelated studies supported by Social Sciences and Humanities Research Council of Canada and Women and Gender Equality working with Indigenous youth and Indigenous community scholars to address gender-based violence in several sites across Canada. The 3 studies, Networks for Change and Well-being, More Than Words, and Pathways2Equity, all draw on arts-based tools (Cellphilming, mural-making, photovoice) in working with young people in the co-construction of knowledge in relation to addressing gender-based violence (Mitchell & Moletsane, 2018; Moletsane et al, 2021). The paper draws on ‘reflexive moments’ to look at the ways in which the participants speak back and challenge institutional practice such as ethics protocols (especially negotiating consent and ownership with Indigenous young people), and payment protocols (compensating Indigenous youth and Indigenous speakers and elders, and contesting what are allowable expenses,

Evidence: In this paper we use as evidence reflexive engagement strategies such as fieldnotes to consider both what young people themselves have said about institutional protocols (see Young Indigenous Women’s Utopia et al, 2021; Moccasin et al, 2021) along with conversations within the institution itself.

Conclusions: It is critical that we break down the silos that often exist between and among research, teaching and institutional leadership. In occupying multi-dimensional positions as researchers, teacher educators and as members of postsecondary education communities, we can be well placed to merge our dismantling journeys to advocate for change.

Scholarly significance: The paper has key implications for the role of teacher educators/researchers in institutional change.

Author

• Claudia Mitchell, McGill University
  Presenting Author