Hanson, Aubrey Jean2024-06-062024-06-062019Hanson, A. J. (2019). RELATIONAL ENCOUNTERS WITH INDIGENOUS LITERATURES. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 53(2). Retrieved from https://mje.mcgill.ca/article/view/9516https://id.erudit.org/iderudit/1058400arhttps://hdl.handle.net/1880/11862810.11575/PRISM/43470This article was originally published in McGill Journal of Education, Volume 53, Number 2, Spring 2018, https://www.erudit.org/en/journals/mje/2018-v53-n2-mje04477/1058400ar/This paper makes a case for attending to the resurgence of Indigenous literary arts in taking up the Truth and Reconciliation Commission of Canada’s Calls to Action in teacher education. I argue that Indigenous literary arts can help to foster relational understandings between readers and Indigenous communities: stories have the capacity to open up processes of relationship and responsibility. To develop this argument, I draw upon perspectives from teachers and from Indigenous writers, with whom I shared conversations on the question of why Indigenous literatures matter. Through an interpretive process of interweaving these perspectives, this article shows that Indigenous literatures can inspire and motivate educators to take on this work and learning despite its attendant challenges.enUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. 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.Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Indigenous literaturesreconciliationresurgenceartsteacher educationlittératures autochtonesréconciliationregainformation des enseignantsArticlehttps://doi.org/10.7202/1058400ar