Unlearning Colonial Identities While Engaging in Relationality: Settler Teachers’ Education-as-Reconciliation

Korteweg, Lisa; Fiddler, Tesa

doi:10.7202/1058397ar

Cited by 11 publications

(21 citation statements)

References 37 publications

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“…This objective requires teachers to be knowledgeable on, and capable of integrating, accurate and culturally appropriate Indigenous content. Milne (2017) found that teachers who were reluctant to integrate Indigenous content lacked both knowledge and confidence; researchers recommend that further preparation be provided in teacher education and in professional development (Korteweg & Fiddler, 2018). In addition to broadening knowledge of Indigenous peoples, cultures, and histories, teachers need to become open and willing to learn new perspectives-an attitude that can and should be fostered in teacher education programs (Milne, 2017).…”

Section: Oskineegish and Bergermentioning

confidence: 99%

“…Most responded in agreement in both the pre-and post-course surveys, with a significant increase in those who indicated "strongly agree" from the pre-course (16%) to the post-course (36%) surveys. Since it can be challenging for non-Indigenous teachers to incorporate Indigenous content (Korteweg & Fiddler, 2018), teacher candidates' strong initial intention to do so, and the strengthening of this intention by the end of the course, is encouraging.…”

Section: Survey Responsesmentioning

confidence: 99%

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Teacher candidates’ and course instructors' perspectives of a mandatory Indigenous Education course in teacher education

Oskineegish

Berger²

2021

Brock Education Journal

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This mixed methods study examined non-Indigenous teacher candidates’ disposition towards a mandatory Aboriginal Education course in teacher education from teacher candidates’ and course instructors’ perspectives. Results from a pre- and post Likert Scale survey of two sections of an Aboriginal Education course at a small Canadian University indicated that teacher candidates felt more knowledgeable by the end of the course, and maintained a fairly strong interest in, and positive attitude towards, the course. Results from course instructors provided additional and, at times, contradictory information, describing the course as limited and, at best, an introduction to the issues and perspectives within Indigenous education. The results suggest the need for mandatory Indigenous Education courses and for faculties of education and school boards to provide further learning opportunities with Indigenous education content and resources.

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Section: Oskineegish and Bergermentioning

confidence: 99%

Section: Survey Responsesmentioning

confidence: 99%

Teacher candidates’ and course instructors' perspectives of a mandatory Indigenous Education course in teacher education

Oskineegish

Berger²

2021

Brock Education Journal

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“…Etuaptmumk, a twoeyed orientation as proposed by Marshall, offered a framework familiar to students in building transcultural understandings. Korteweg and Fiddler (2018), using the language of unlearning specifically with reference to mainstream students, reiterate the need for learning with Indigenous peoples as a pedagogical approach to education-as-reconciliation.…”

Section: Towards Transcultural Understandingsmentioning

confidence: 99%

Different Worlds Same Province: Blended Learning Design to Promote Transcultural Understanding in Teacher Education

Snow¹

2020

cjsotl-rcacea

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The history of Canada’s educational offerings for Indigenous students was based in colonial and assimilative practice. As such culturally responsive pre-service teacher education needs to respond not only by moving away from historical practice but with a moral and social imperative through programming that aids reconciliation. Current literature outlines the challenges that both Indigenous and mainstream teacher candidates have in developing efficacy towards transcultural skills development. In an effort to respond to both types of students, during the design and development of a 16-month community-based Bachelor of Education program, that was offered in parallel to a campus based program, a model of blended-education for cultural understanding was developed. Using the “elementary science methods” course as design case, this paper will outline the development of the blended model which paired campus- and community-based students. The challenges and successes of the design were determined through a thematic analysis of instructor observations of the pilot during the 2014-15 academic year. Four key themes emerged as important in fostering transcultural understandings within blended learning practice: student efficacy, relationship building, recognition of cultural bias, and legitimizing traditional ecological knowledge. Each of these will be discussed in the context of the course as well as transformative post-secondary educational experiences.

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“…It is critically important to be present, reliable, and committed to these youth when there can be much chaos or strained relationships in their school lives while living far away from home, often residing in boarding homes and facing challenging racism in the city. and taught in ED4000-IPPE on how to build authentic and strengths-based intercultural relationships with First Nations students from their multiple cultural immersion assignments and experiential learning requirements of the specialized Indigenous education course (see Korteweg & Fiddler, 2018).…”

Section: Year Three Of the Lakehead University Tikkun Indigenous Youtmentioning

confidence: 99%

“…We believe Thunder Bay is the bellwether for the educational challenges, risks, and dangers that many Indigenous students face in urban centres and towns across Canada (see Talaga's Massey Lectures, 2018). Thunder Bay is also a prime site for teachers and educators' civic responsibilities in reconciliationas-education (Korteweg & Fiddler, 2018). We follow Senator Murray Sinclair's wise counsel (Sinclair, 2015) that reconciliation by Canadian settler society has to start and be driven by teachers and education systems; educators, curriculum and pedagogies have to proactively acknowledge and repair the damages and injustices instilled by the Indian Residential School (IRS) system that continue to harm Indigenous youth and communities and perpetuate neo-colonialism in mainstream schools.…”

mentioning

confidence: 99%

The Tikkun Indigenous Youth Project: A Land-based Well-being Retreat by Youth, with Youth, for Youth

Korteweg¹,

Chan²,

Johnstone³

2019

Tikkun Beyond Borders: Connecting Youth Voices, Leading Change

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Lakehead University's Tikkun Indigenous Youth Project in northern Ontario/ Canada was a collaborative Indigenous youth leadership, community engagement, and well-being project that was designed to support Indigenous students who have to leave their northern home communities to pursue secondary schooling in Thunder Bay-a challenging, difficult, and risky journey for many. Through our collaborative research with high schools, youth role-models, and educators, we were able to provide the conditions whereby Indigenous youth gained opportunities to meet and gain strength with their Indigenous peers in culturally-focused activities, share stories in a holistic circle, and develop leadership skills while engaging in well-being practices and self-determining needs and actions. We ran the Indigenous Tikkun Youth Project to carve out action sites where young people from systemically oppressed and marginalized communities could self-determine their needs and actively contribute to collective healing, repair, and change through civic engagement in their school communities. We designed weekly Indigenous youth drop-in sessions, a leaders-intraining (LiT) program for self-selected Indigenous students, and our culminating Land-based well-being outdoor camp retreat. This chapter details the philosophy and purpose of the culminating Land-based wellbeing retreat, the Land-based outdoor leadership camp processes, the Leaders-in-Training strengths-based activities, and the responses of the youth participants, all decided, led, and engaged in by Indigenous youth, for Indigenous youth, and with Indigenous youth. The Tikkun Indigenous Youth Project | 162 This chapter focuses on a Land 1-based well-being retreat organized by, for, and with Nishnawbe 2 youth in Thunder Bay, Ontario, as the culminating event of the Indigenous 3 Tikkun Youth Project. Lakehead University's Tikkun Indigenous Youth Project was designed to provide a culturally safe (Cooke,

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Unlearning Colonial Identities While Engaging in Relationality: Settler Teachers’ Education-as-Reconciliation

Cited by 11 publications

References 37 publications

Teacher candidates’ and course instructors' perspectives of a mandatory Indigenous Education course in teacher education

Teacher candidates’ and course instructors' perspectives of a mandatory Indigenous Education course in teacher education

Different Worlds Same Province: Blended Learning Design to Promote Transcultural Understanding in Teacher Education

The Tikkun Indigenous Youth Project: A Land-based Well-being Retreat by Youth, with Youth, for Youth

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