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- Title
Disrupting the Colonial Agenda within Graduate Teacher Education.
- Authors
Robinson, Ingrid Mara; Tompkins, Joanne Marie
- Abstract
The Truth and Reconciliation's Calls to Action (2015a) highlight education as a means of reconciliation. The purpose of our study was to understand if and how the content and pedagogy within a graduate Foundations of Education course using an anti-racist education framework enabled in-service teachers to challenge the colonial narrative and integrate Indigenous knowledges and perspectives into their classrooms. We interviewed six graduate students and identified key themes related to experiencing and enacting anti-racist education. The results suggest the necessity of identifying one's positionality, using relational pedagogy, and employing critical self-reflection to interrupt the colonial story and promote Indigeneity within the Canadian context.
- Subjects
TRUTH &; Reconciliation Canada; TEACHING; TEACHERS; EDUCATION; GRADUATES
- Publication
Alberta Journal of Educational Research, 2019, Vol 65, Issue 2, p110
- ISSN
0002-4805
- Publication type
Article
- DOI
10.55016/ojs/ajer.v65i2.56500