Reconcilaction: Through Indigenous Perspectives of Imaginative and Creative Pedagogies

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Collective Politics and Social Contexts of Education

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 imaginative and creative pedagogies. Authors focus on traditions of thought developed by Indigenous peoples and their communities across Canada and examine ways these perspectives are applied in K-12 classrooms. In light of the 2015 Truth and Reconciliation Commission (TRC) report and the push by ministries of education for schools to take up the calls to action in meaningful and respectful ways, the overall goal of this chapter is to explore Indigeneity within K-12 learning experiences and how imaginative and creative pedagogies can transform classroom spaces in order to move reconciliation forward in meaningful and respectful ways.

Authors

• Sandra Styres, University of Toronto - OISE

• Ryan Neepin, University of Toronto