Reconciliation Through Education

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yvonne Poitras Pratt, Sulyn Bodnaresko
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引用次数: 0

Abstract

As more alarming truths are being revealed around the horrors of the residential schooling system in Canada, educators are being called to decolonize and Indigenize their teaching practices. As post-secondary teacher educators working in Indigenous education who have gained valuable insights around this difficult teaching, the authors offer readers a conceptual model of reconciliatory education. The model invites educators to move beyond colonial schooling practices to embrace decolonizing and Indigenizing approaches and the powerful potential of relational teaching and learning. Envisioned as an ethical space residing between Indigenizing and decolonizing practices and animated by truth-telling and critical thinking, the extended infinity model, presented in this article, shows the dynamic nature of teaching and learning that occurs when relating together through commitments to decolonizing and Indigenizing. While purposefully engaging in an ethos of ethical relationality, the model carries transformative potential for teaching and learning.
通过教育实现和解
随着更多令人震惊的真相被揭露出来,加拿大寄宿学校制度的恐怖,教育工作者被呼吁去殖民化和本土化他们的教学实践。作为从事土著教育的高等教育教师,他们对这种困难的教学有了宝贵的见解,作者为读者提供了一个和解教育的概念模型。该模式邀请教育工作者超越殖民教育实践,采用非殖民化和本土化的方法以及关系教学的强大潜力。本文提出的扩展无限模型被设想为一个存在于本土化和非殖民化实践之间的伦理空间,并由讲真相和批判性思维所激活,它显示了通过非殖民化和本土化的承诺而发生的教与学的动态本质。虽然有目的地参与伦理关系的精神,但该模式具有教学和学习的变革潜力。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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