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：3
页码：1-16
DOI：10.5206/cjsotl-rcacea.2019.3.9479
出版社：Society for Teaching and Learning in Higher Education
摘要：In the spirit of taking an action-based response to the Truth and Reconciliation Commission’s (2015) Calls to Action and principles, a group of educators came together in 2016 to create a one-year graduate pathway program that sets students on paths toward reconciliation. By examining the contributions of international and national scholars who explore topics of reconciliation, we extend this global discussion with insights gained from our praxis-based approach in education. Inspired by Chung (2016), we present a model which identifies a set of entry points into the work of reconciliation: listening and learning from Indigenous peoples; walking with and learning from Indigenous peoples; and, working with and learning from Indigenous peoples. By examining what we have learned through our program “Indigenous education: A call to action,” our model posits that reconciliation is accessible to those who are willing to listen and learn, and, most importantly, take action.
其他关键词：reconciliatory pedagogy, Indigenous education, social justice, reconciliation, praxis; pédagogie de réconciliation, Éducation autochtone, justice sociale, réconciliation, praxis
