Truth, Reconcilation, Restorative Justice, and Canadian Discourses of Legitimation in Educational Contexts

Moore, Shannon A.; Clarysse, Liana B.

doi:10.4236/blr.2018.94029

Cited by 2 publications

(1 citation statement)

References 25 publications

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“…Restorative Justice has ancient roots found in Indigenous knowledge systems around the globe (Clarysse & Moore, 2017;Moore & Clarysse, 2018), systems that have contemporaneously influenced discourses across psychology, education, sociology, peace studies, philosophy and law (Cremin, Sellman, & McCluskey, 2012;Morris, 2002). Restorative justice and restorative practices in judicial and educational contexts have been shown to divert harmful behaviour and criminal acts.…”

Section: Indigenous Knowledge Systems; Restorative Justice; Truth Andmentioning

confidence: 99%

Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

Clarysse¹,

Moore²

2019

IJLPA

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As a result of the Truth and Reconciliation Commission of Canada (or TRCC, 2015a, 2015b), calls to action concerning education and law reform have been made. Currently, there is an increase in reconciliation discourse in law, healthcare and education policy, curricula and pedagogy. In Canada, efforts to decolonize institutional structures compel scholars and activists to highlight the imperative of critical analysis of identity and place in answering the calls to action. Although it was developed by the Ministry of Education for the province of Ontario, more than a decade ago, prior to the TRCC, the First Nations, Métis, and Inuit Education Policy Framework continues to inform policy and administrative procedures. Informed by Indigenous knowledge systems embedded in restorative justice and peace-building practices, this paper presents a critical analysis of the First Nations, Métis, and Inuit Education Policy Framework (2007) and finds evidence resembling discursive settler-colonial patterns of Indigenous erasure through the practice of silencing Indigenous participation and voice. Through this critical analysis, several themes emerged including colonialism, survivance, patriarchy, self-identification, notions of education, assessment, and “us versus them” binary narratives. In response, this paper argues for a trans-systemic and transdisciplinary approach to the critical analysis of discursive patterns of silencing and erasure in policy, law reform, and administrative processes. Further, through deepening interpretations and understandings of Indigenous theory and knowledge systems, it may be possible for settler-colonial stakeholders to more acutely discern the impact of settler-colonialism embedded in education, policy, administration, and legal discourses. These findings have implications for educators and administrators as well as administrative, law and policy reform.

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Section: Indigenous Knowledge Systems; Restorative Justice; Truth Andmentioning

confidence: 99%

Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

Clarysse¹,

Moore²

2019

IJLPA

Self Cite

View full text Add to dashboard Cite

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Pandemic Impacts for Indigenous Children and Youth Within Canada: An Ethical Analysis

Heck

Eaker

Cobos

et al. 2021

YOUNG

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In response to new and exacerbated challenges imposed by the COVID-19 pandemic, Indigenous children and youth in Canada have developed innovative and holistic solutions to amplify their voices, continue cultural engagement and combat social isolation for themselves and their communities as a whole. In this analysis, we have selected three Indigenous philosophical tenets as an ethical orientation for discussion of how the COVID-19 pandemic is impacting the well-being of Indigenous young people. The guiding values of interconnected relationships, holism and Indigenous-informed restorative justice help us interpret existing pandemic-specific literature and identify, define and prioritize considerations of child and youth well-being from an Indigenous-centred worldview. This analysis can (a) help inform future pandemic measures affecting Indigenous young people and (b) foster similar considerations for Indigenous communities in other regions of the world.

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Truth, Reconcilation, Restorative Justice, and Canadian Discourses of Legitimation in Educational Contexts

Cited by 2 publications

References 25 publications

Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

Pandemic Impacts for Indigenous Children and Youth Within Canada: An Ethical Analysis

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