Abstract
In this article, we present our work on Indigenizing pedagogy as a response to the Truth and Reconciliation Commission (2015) Calls to Action. While Indigenous scholars provide access to the written voices of First Peoples (Battiste, 2013; Donald, 2009; Smith, 2012), the graduate program we created around the topic of reconciliation intentionally invited in Elders and allies to teach and learn alongside students. Our research reveals that inclusion of knowledge keepers, a respectful learning environment, along with creative pedagogical approaches, fostered transformative learning; yet we argue these innovations were only possible because our visions were supported by allied leadership.
Refereed
Yes
Sponsorship
University of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oil
