Collaborating With Community to Design Learning Environments for Reconciliation

• In Event: The Power and Possibilities for Design-Based Learning and Collaborative Creativity in Education

Abstract

Purpose:
A design challenge arises from within schools as most remain tethered to principles of standardization and efficiency. To create learning environments rebuild ethical and respectful relationships between Indigenous and non-Indigenous youth and teachers as called for by the Truth and Reconciliation Commission of Canada: Calls to Action (2015) requires design and design thinking. Rising to such a challenge involves adhering to the four principles of ethical relationality. It also means that matters of standardization and efficiency need to give way so that new frames can be created to guide the design of learning environments (Dorst, 2015). Standardization and efficiency create a paradox for designers of contemporary learning environments as they are incommensurate with principles of ethical relationality (Dorst, 2015).
How might a community (Elders, teachers, school district leaders, and the local community) collaborate to build ethical relationships built upon the principles of ethical relationality to create learning opportunities for students? In what ways does a design-based approach to professional learning improve student learning (engagement, achievement and well-being)?

Theoretical Framework:
The principles of ethical relationality (Donald 2009, 2012; Donald, Glanfield, & Sterenberg, 2012) provide clear criteria for adaptations of curricula, teaching and learning. “Ethical relationality is an ecological understanding of human relationality that does not deny difference, but rather seeks to more deeply understand how our different histories and experiences position us in relation to each other. This form of relationality is ethical because it does not overlook or render invisible the particular historical, cultural, and social contexts from which a standpoint arises. Rather it puts these considerations at the forefront of engagements” (Donald, 2009, p. 6).

Methods and Data:
A design-based research approach was used to enact and study the ways in which a collaborative community came together to create a learning environment, curriculum, and pedagogy built upon the principles of ethical relationality as it unfolded within a fourth grade classroom in one school (Amiel & Reeves, 2008; Bannan-Ritland, 2008; Dai, 2012; McKenney & Reeves, 2012). Researchers conducted micro cycles of data collection which included professional learning sessions, conversations with participants, and artifacts of learning.

Results and Significance:
Through collaborating with Elders, an artist from the local community, a community liaison teacher, a classroom teacher, and a mentor teacher from Galileo Educational Network, students came to know themselves as contributing members of their Nation and gained pride in who they are and their ancestors. The results went beyond the students’ learning. One Elder noted that not only was this experience incredibly beneficial for the students, but for the Elders as well. They were reminded of stories, family members, and cultural histories that have not been spoken of in some time. “This is good for our community. This is reconciliation in action” (Elder).
A week-long exhibit of the sculptures provided a forum for the celebration of the culmination of the children’s work. Coverage by local news media contributed to recognition of the importance of this type of collaborative research and design initiative.

Author

• Sharon Friesen, University of Calgary