Learning What Schooling Left Out: Making an Indigenous Case for Critical Service-Learning and Reconciliatory Pedagogy within Teacher Education
AbstractAs teacher educators, we argue that the colonial history of First Peoples, coupled with alarming educational disparities, warrants a specialized approach to Indigenous service-learning within teacher training that requires a critical examination of positionality by service-learners. Our study examines the service-learning experiences of non-Indigenous pre-service teachers working in Indigenous classrooms over a three-month period through reflections and focus groups. The results underscore the risk that a lack of critical reflection by service-learners could play in widening existing educational gaps, and concludes that a reversal of perspective on the education gap could enact the possibility of reconciliatory pedagogy.
How to Cite
Poitras Pratt, Y., & Danyluk, P. (2017). Learning What Schooling Left Out: Making an Indigenous Case for Critical Service-Learning and Reconciliatory Pedagogy within Teacher Education. Canadian Journal of Education/Revue Canadienne De l’éducation, 40(1), 1–29. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/2349
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