Working Toward Relational Accountability in Professional Learning Networks Through Local Indigenous Ways of Knowing and Being

• In Event: Professional Learning Networks: Facilitating Transformation in Diverse Contexts With Equity-Seeking Communities

Abstract

Indigenous communities and students have been marginalized by colonial practices, disproportionally referred to special education programs, and encounter systematic prejudice and discrimination in education systems that lack respect for their ways of knowing and being (Author, 2019; Gravois & Rosenfield, 2006; Hare & Pidgeon, 2011). Thus, reconciliation and educational and system transformation need to work in tandem if we are to disrupt hierarchical practices and structures that enact a hidden curriculum of privilege and racism. Collaboration with Indigenous community partners within educational change networks hold potential to support pedagogical transformation and ultimately redefine student success. ECNs are PLNs that engage teachers as collaborative inquirers into their practice, and co-authors of situated innovation (Author, 2015; Cochran-Smith & Lytle, 2009). However, questions about how change networks can best support teacher PD that takes up Indigenous contributions remain, particularly in connection with Principle of Reconciliation 4, that requires engagement in “constructive action on addressing the ongoing legacies of colonialism that have had destructive impacts on Aboriginal peoples’ education” (TRCb, 2015, 3). In this presentation/paper, we will share findings in response to the question, how can education change networks, where educators and Indigenous community partners collaborate to decentre colonizing education practices, develop culturally responsive pedagogies?

Authors

• Sara Florence Davidson, Simon Fraser University

• Bonny-Lynn Donovan, UBC-Okanagan

• Leyton Schnellert, The University of British Columbia