| Title: |
Teaching for Truth: Engaging with Difficult Knowledge to Advance Reconciliation |
| Language: |
English |
| Authors: |
Tupper, Jennifer A.; Mitchell, Tana A. |
| Source: |
Pedagogy, Culture and Society. 2022 30(3):349-365. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
High Schools; Secondary Education |
| Descriptors: |
Foreign Countries; Foreign Policy; Indigenous Populations; Whites; Controversial Issues (Course Content); Holistic Approach; Indigenous Knowledge; Teaching Methods; High School Teachers; Religious Factors; Psychological Patterns |
| Geographic Terms: |
Canada |
| DOI: |
10.1080/14681366.2021.1977983 |
| ISSN: |
1468-1366; 1747-5104 |
| Abstract: |
As a settler colonial state, Canada has used education to advance colonialism in an effort to erase the experiences of Indigenous peoples. Today, education has a critical role to play in advancing the truth of our shared history just as it has played a role in enacting colonial practices and violence on Indigenous peoples. This action research project considers the practices of truth and reconciliation education in Canadian high school classrooms and reveals the need for white settler teachers to engage unrelentingly with difficult knowledge as they encounter and respond to settler colonialism. The research revealed that truth and reconciliation efforts must reaffirm the presence and value of Indigenous peoples, experiences, and epistemologies through the creation of intentional learning opportunities to disrupt colonialism. Notably, this research demonstrates the need for holistic pedagogical approaches as described through the teachings of the medicine wheel and its spiritual, physical, emotional, and mental domains. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1348980 |
| Database: |
ERIC |