Exploring the Effectiveness of the New First Voices Course as a Response to Reconciliation Education

• In Event: Liberatory Praxis Through Indigenous Epistemologies, Reconciliation, and Resurgence

Abstract

Since Canada’s Truth and Reconciliation Commission (TRC) released its final report in 2015, Ministries of Education have articulated strategies to demonstrate their commitment to the Calls to Action for Reconciliation Education. One commitment was the development of a new literature course entitled Understanding Contemporary First Nations, Métis, and Inuit Voices (First Voices). Amid the rush to “Indigenize” education through new course offerings, this study considers whether these immediate responses align with the intentions of the Calls to Action to disrupt systemic inequality and deepen learning. We contend that evaluation of teacher preparedness and the professional development required to effectively teach Indigenous literatures, involves intentional pedagogical processes situated within the broader context of anti-racist pedagogies, liberatory praxis, and cultural safety.

Authors

• Jennifer Brant, University of Toronto

• Sandi Wemigwase, Ontario Institute for Studies in Education (OISE), University of Toronto