期刊名称：Canadian Journal for the Scholarship of Teaching and Learning
电子版ISSN：1918-2902
出版年度：2019
卷号：10
期号：1
页码：1-17
DOI：10.5206/cjsotl-rcacea.2019.1.8006
出版社：Society for Teaching and Learning in Higher Education
摘要：In the winter term of 2016, Cape Breton University launched a revised version of a second year Mi’kmaw Studies course entitled Learning from the Knowledge Keepers of Mi’kmaki (MIKM 2701). This course was designed to be led by local Elders and Knowledge Keepers with facilitation support from university faculty. It was designed by course facilitators as a dual-mode course, with the opportunity for students to participate face-to-face and online, and the excitement it generated quickly went “viral.” In this paper, we describe the experiences of the participants in the course through an analysis of their own reflections on the 13 weeks of instruction. The aim of this analysis is to share course design considerations for post-secondary institutions attempting to “Indigenize the academy” at a course level, but also to evaluate the process of co-learning as it was evidenced in the course as a means to address educational complexity and decolonization efforts in the classroom.
其他关键词：culturally relevant pedagogy, co-learning, Indigenous pedagogy, blended learning, community engaged learning, participatory reflective case study, Indigenous studies, Indigenous education, decolonizing education, settler-colonial studies, intercultural relations and reconciliation
