Scott, David MichaelMunroe, Vanessa Jean2024-04-302024-04-302024-04-19Munroe, 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.https://hdl.handle.net/1880/118496https://doi.org/10.11575/PRISM/43338For 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.enUniversity 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.arts-based researchK-12 arts educationK-12 educational leadershipethical relationalityIndigenous educationEducationEducation--Curriculum and InstructionFine ArtsNative American Studiesdoctoral thesis