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- Title
Disruptive Knowledge in Education for Reconciliation: The Effects of Indigenous Course Requirements on Non-Indigenous Students' Attitudes.
- Authors
Siemens, Jeremy; Neufeld, Katelin H. S.
- Abstract
Following the Truth and Reconciliation Commission of Canada, various institutions have embarked on diverse educational initiatives in the name of creating equitable and respectful relationships between Indigenous and non-Indigenous Peoples. One such initiative is the University of Winnipeg's mandate that all undergraduate students fulfill an Indigenous Course Requirement (ICR). Using the framework of disruptive knowledge, this mixed-methods study investigated the impact of select ICR courses on non-Indigenous students' attitudes. Results revealed increased recognition of discriminations facing Indigenous Peoples, increased support for systemic change, and self-described behavioural changes. At the same time, these results highlight the limitations of such courses within a settler-colonial context.
- Subjects
STUDENT attitudes; TRUTH &; Reconciliation Canada; TRUTH commissions; INDIGENOUS peoples; RECONCILIATION; TRADITIONAL knowledge
- Publication
Canadian Journal of Education / Revue Canadienne de l'Éducation, 2022, Vol 45, Issue 2, p375
- ISSN
0380-2361
- Publication type
Article
- DOI
10.53967/cje-rce.v45i2.4867