Learning With and From Indigenous People: Navigating Transformative Pedagogy and Privilege in Teacher Education

This case study explores the impact of an English language Arts Secondary methods class that focused on learning with and from Indigenous people. By participating in a number of in-class activities, taking a field trip, and engaging in a critical service-learning project that helped decentre the learner/teacher relationship, many non-Indigenous pre-service teachers were able to transform their understandings. Quantitative and qualitative data illustrate that most pre-service teachers challenged stereotypes, deficit thinking, and expanded their awareness; however, a minority experienced some levels of cognitive dissonance as their own privileged worldviews were challenged. This study explores the hope and challenges of decolonizing education, and a continuing need to imagine otherwise. Key words: decolonization, pre-service teacher education, social justice, Indigenous curriculum, calls to action Cette etude de cas porte sur l’impact d’un cours d’anglais en methodologie au secondaire visant l’apprentissage avec, et de, personnes autochtones. Plusieurs enseignants non-autochtones en formation ont pu transformer leur comprehension en participant a des activites en classe, a une sortie educative et a un projet d’apprentissage par le service qui a aide a decentrer le rapport apprenant/enseignant. Les donnees quantitatives et qualitatives indiquent que la plupart des enseignants en formation ont fait abstraction des stereotypes, ont surmonte des lacunes de raisonnement et ont ameliore leurs connaissances; toutefois, une minorite d’entre eux ont ressenti une certaine dissonance cognitive face a la remise en question de leurs propres visions du monde privilegiees. Cette etude explore l’espoir et les defis face a la decolonisation de l’education et du besoin permanent d’imaginer le monde autrement. Mots cles : decolonisation, formation prealable des enseignants, justice sociale, curriculum autochtone, Appels a l’action