K-12 Art Educators Learning from Indigenous Insight and Voices:  A Collaborative Arts-Based Case Rooted with/in Moh’kins’tsis/Calgary, Alberta

Munroe, Vanessa Jean

K-12 Art Educators Learning from Indigenous Insight and Voices: A Collaborative Arts-Based Case Rooted with/in Moh’kins’tsis/Calgary, Alberta

dc.contributor.advisor	Scott, David Michael
dc.contributor.author	Munroe, Vanessa Jean
dc.contributor.committeemember	Markides, Jennifer
dc.contributor.committeemember	Spring, Erin
dc.contributor.committeemember	Friesen, Sharon
dc.contributor.committeemember	Irwin, Rita
dc.date	2024-05
dc.date.accessioned	2024-04-30T15:53:04Z
dc.date.available	2024-04-30T15:53:04Z
dc.date.issued	2024-04-19
dc.description.abstract	For over twenty years, Indigenous scholars, and their aspiring allies from around the world have been conducting educational research that has generated a wealth of evidence that “learning and teaching are an essential means of protecting and sustaining Indigenous forms of knowledge” (Smith, 2010a, p. 102). Together, their work has informed federal, provincial, and local policies and professional standards to action “Education for Reconciliation” (Government of Alberta, 2024, para. 2) in Canada. One area of focus has been fostering both teacher and “student capacity for intercultural understanding, empathy, and mutual respect” (Truth and Reconciliation Commission of Canada, 2015, p.7). As a non-Indigenous art teacher, school-based leader, and scholar-practitioner, I am personally attuned to how these professional guiding documents have placed increasing pressure on educators across the territories of the Niitsítapi (the Blackfoot speaking people) and the people of the Treaty 7 region in Southern Alberta to examine and evolve their practice to “develop and apply foundational knowledge about First Nations, Métis and Inuit for the benefit of all students” (Alberta Education, 2023c, p. 5). At this time, there exists an “axiological void” (Donald, 2014, p. 2) as to how K-12 art teachers in Moh’kins’tsis/Calgary, Alberta should proceed in this work. Art teachers want to break the cycle of colonial engagements with Indigenous art and culture; however, many are fearful of doing something “wrong” (Scott & Gani, 2018). My collaborative arts-based case study attended to this significant problem of practice to better understand how learning from Indigenous insight and voices can provoke K-12 art educators to take up Indigenous art rooted with/in this place in good and ethical ways in their classrooms.
dc.identifier.citation	Munroe, V. J. (2024). K-12 art educators learning from Indigenous insight and voices: a collaborative arts-based case rooted with/in Moh’kins’tsis/Calgary, Alberta (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.uri	https://hdl.handle.net/1880/118496
dc.identifier.uri	https://doi.org/10.11575/PRISM/43338
dc.language.iso	en
dc.publisher.faculty	Werklund School of Education
dc.publisher.institution	University of Calgary
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	arts-based research
dc.subject	K-12 arts education
dc.subject	K-12 educational leadership
dc.subject	ethical relationality
dc.subject	Indigenous education
dc.subject.classification	Education
dc.subject.classification	Education--Curriculum and Instruction
dc.subject.classification	Fine Arts
dc.subject.classification	Native American Studies
dc.title	K-12 Art Educators Learning from Indigenous Insight and Voices: A Collaborative Arts-Based Case Rooted with/in Moh’kins’tsis/Calgary, Alberta
dc.type	doctoral thesis
thesis.degree.discipline	Education Graduate Program – Educational Research
thesis.degree.grantor	University of Calgary
thesis.degree.name	Doctor of Education (EdD)
ucalgary.thesis.accesssetbystudent	I do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.