Disrupting the Colonial Agenda within Graduate Teacher Education
The Truth and Reconciliation’s Calls to Action (2015a) highlight education as a means of reconciliation. The purpose of our study was to understand if and how the content and pedagogy within a graduate Foundations of Education course using an anti-racist education framework enabled in-service teachers to challenge the colonial narrative and integrate Indigenous knowledges and perspectives into their classrooms. We interviewed six graduate students and identified key themes related to experiencing and enacting anti-racist education. The results suggest the necessity of identifying one’s positionality, using relational pedagogy, and employing critical self-reflection to interrupt the colonial story and promote Indigeneity within the Canadian context.
Les appels à l’action de la Commission de vérité et de réconciliation soulignent l’importance de l’éducation comme moyen de réconciliation. L’objectif de cette étude était de comprendre dans quelle mesure le contenu et la pédagogie d’un cours supérieur portant sur les fondements de l’éducation et reposant sur un cadre antiraciste a permis aux enseignants en service de contester le récit colonial et d’intégrer des connaissances et des perspectives autochtones dans leur enseignement. Nous avons interviewé six étudiants aux cycles supérieurs et identifié des thèmes clés portant sur l’expérience et la mise en œuvre de l’éducation antiraciste. Les résultats semblent révéler un besoin d’identifier soi-même son positionnement, d’employer une pédagogie relationnelle et de s’engager dans une autoréflexion critique pour interrompre le récit colonial et promouvoir l’indigénéité dans le contexte canadien.
Mots clés: éducation antiraciste; décolonisation des études supérieures; pédagogie de la formation des enseignants; conscience coloniale; formation des enseignants à la justice sociale
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