Learning What Schooling Left Out: Making an Indigenous Case for Critical Service-Learning and Reconciliatory Pedagogy within Teacher Education

  • Yvonne Poitras Pratt Werklund School of Education, University of Calgary
  • Patricia Danyluk University of Calgary

Abstract

As 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.

Author Biographies

Yvonne Poitras Pratt, Werklund School of Education, University of Calgary
Assistant Professor, Werklund School of Education
Patricia Danyluk, University of Calgary
Field Experience Director, Werklund School of Education
Published
2017-03-10
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
Section
Articles