Transformative, Emergent Curricular Pathways Through Indigenous and Settler Pedagogy Circles: A Two-Author Auto-Ethnographic Account

• In Event: Global Neocolonialism and Curriculum and Pedagogical Materiality

Abstract

This narrative illuminates scholar-educator authors’ findings of emergent transformative ways within an ongoing relationship-based reconciliatory dialogue. Within a five-year Social Sciences and Humanities Research Council of Canada community partnership, partners collaboratively created curricular pedagogy based in local Indigenous land knowledge. Authors reveal ways White-Settler knowledge systems that perpetuate coloniality in praxis can be disrupted/unsettled (Regan, 2010) to lead to re/building relationships and repairing harms.

Authors

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

• Kelly Hanson, University of British Columbia - Okanagan