Pratt, Yvonne PoitrasLablonde, SolangeHanson, AubreyDanyluk, Patricia2017-06-282017-06-282017-05http://hdl.handle.net/1880/52117In 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.Indigenous educationreconciliationreconciliatory pedagogyunknown10.11575/PRISM/5340