Digital Narratives as a Means of Shifting Settler-Teacher Horizons toward Reconciliation
AbstractThe Truth and Reconciliation Commission’s Calls to Action report (2015), in the section “Education for Reconciliation” (p. 7, #62–63), calls for the integration of Indigenous knowledge and teaching methods into the curriculum and for better preparation of teachers to deliver Indigenous content. Settler-teachers, however, have not been adequately prepared for this mission, nor are they well-prepared to teach Indigenous students. This article discusses a project of dual purpose in support of reconciliation: to give Indigenous students the opportunity to represent their Land-based dogsledding experiences as iMovie digital narratives and to give settler-teacher candidates direct experience for relationship-building in an indigenized context of education. Drawing upon theories of settler-colonialism, decolonization, and reconciliation in education, the article illustrates
the imperative of immersing settler-teachers into contexts where Indigenous students self-representing their identities and Indigenous knowledge are at the centre of the curriculum.
How to Cite
Bissell, A., & Korteweg, L. (2016). Digital Narratives as a Means of Shifting Settler-Teacher Horizons toward Reconciliation. Canadian Journal of Education/Revue Canadienne De l’éducation, 39(3), 1–25. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/2230
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