34.025 - Truth, Reconciliation, and Building Relational Accountability: Fostering New Approaches to Educational Engagement With Indigenous Communities

Session Type: Symposium

Abstract

The significant promise of deep engagement with Indigenous knowledge systems provide opportunities and supports for educational change. In the wake of the release of the Truth and Reconciliation Report, education institutions across Canada are examining their relationships to Indigenous peoples and knowledges. (Wilson, 2008, 77). Authors in this session engage critically with what it means to build beneficial relationships between Indigenous communities and educational institutions, and in so doing draw upon Indigenous “relational epistemologies” (Bang & Marin, 2015, 534) that envision interconnections between all parts of creation and that privileges mutually respectful relationships. These relationships encompass and create spaces of belongingness and sovereignty, to/with land and through time and space, furthering understandings of the nature of decolonized learning communities.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 6: Decolonization and the Next Hundred Years (The Desires of Curriculum)

Chairs

• Judy M. Iseke, University of Alberta

• Leisa Anne Desmoulins, Lakehead University

Papers

• Place-Based Activism Through Dance: Spatializing Pedagogy and Reconciliation in the Canadian Context - Tracy L. Friedel, The University of British Columbia

• Walking With Our Sisters Exhibit/Memorial Teaches Relational Accountability - Leisa Anne Desmoulins, Lakehead University

• The Grassroots in Reconciliation: Generating Educational Practices in a Book Club - Jonathan David Anuik, University of Alberta

• "All My Relations": Metis Elders' Stories Teach Relational Accountability - Judy M. Iseke, University of Alberta