Emotional experiences of non-Indigenous educators teaching Indigenous curricula: Reconciliation through narrative inquiry

Miles, Teresa Marie

Emotional experiences of non-Indigenous educators teaching Indigenous curricula: Reconciliation through narrative inquiry

dc.contributor.advisor	McDermott, Mairi
dc.contributor.author	Miles, Teresa Marie
dc.contributor.committeemember	Friesen, Sharon
dc.contributor.committeemember	Spring, Erin
dc.contributor.committeemember	Scott, David
dc.contributor.committeemember	Cardinal, Trudy
dc.date	2023-11
dc.date.accessioned	2023-08-24T17:02:53Z
dc.date.available	2023-08-24T17:02:53Z
dc.date.issued	2023-08
dc.description.abstract	Non-Indigenous educators are required to teach Indigenous curricula according to Alberta Education (2018b) Teaching Quality Standards (TQS). This requirement hopes to contribute to the Truth and Reconciliation Commission of Canada (2015) (TRCC) calls to action regarding education in Canada. My research focuses on the calls to action which ask educators to teach Indigenous curricula with “intercultural understanding, empathy, and mutual respect” (TRCC, 2015). By asking the research question, what are the emotional experiences of non-Indigenous educators in Alberta who are teaching Indigenous curriculum, my purpose was to examine the emotional experiences as we work individually and collectively towards reconciliation in education. In this emotional journey that you are joining me on, the reader will encounter writing surrounding the Papal apology, situating myself in the research, situating the research in governing literature, approach to research and design, findings and discussion of the data. This thesis includes my design of Research in a Medicine Wheel which provides a conceptual and theoretical framework. In addition, the reader will encounter a Findings in a Medicine Wheel Word Cloud, and sweetgrass braid drawings which I created to show how my research is woven with research partners and the seven sacred teachings. Through a Narrative Inquiry approach, the findings present the stories of my three research partners and myself. In conducting an emotive analysis of these stories as data gathering, I created categories which represent themes found in each of the research partner’s stories. Susie presents the role of empathy in teaching Indigenous curricula; Elsi presents a story of growth, authenticity, and humility; and Quinn presents the perspective of moving past shock: a journey towards understanding. Each of the research partner’s stories are followed by my reaction and reflection which created the opportunity for me to become the fourth researcher in this research. This emotional journey includes a research process which became one of creating new relationships, the renewal of existing friendships, and changing relationships,. The research and writing which follows are centered on concepts found in the ever-changing processes of reconciliation.
dc.identifier.citation	Miles, T. M. (2023). Emotional experiences of non-Indigenous educators teaching Indigenous curricula: reconciliation through narrative inquiry (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.uri	https://hdl.handle.net/1880/116893
dc.identifier.uri	https://dx.doi.org/10.11575/PRISM/41735
dc.language.iso	en
dc.publisher.faculty	Graduate Studies
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	Reconciliation
dc.subject	Narrative Inquiry
dc.subject	Indigenous Curricula
dc.subject	Non-Indigenous Educators
dc.subject.classification	Education--Curriculum and Instruction
dc.title	Emotional experiences of non-Indigenous educators teaching Indigenous curricula: Reconciliation through narrative inquiry
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.