Open Collections

Kendall, Andrew

Reconciliation calls settler-educators to confront coloniality; to take up action that reflects a responsibility to our moral consciousness; and to motivate societal praxis that respects Indigenous peoples’ cultures and knowledges. It is time educators take responsibility to answer this call. As a settler-educator working within contexts of Indigenous education I continue to undertake what Paulette Regan (2010) terms, a “journey of unsettling,” whereby I am growing to understand my privileged position in Canada’s colonial society. Through such, I have searched to understand my role and responsibilities in the contexts I’ve lived and worked, and what that means for myself and others in Canada’s education system moving forward. Using Tribal Critical Race Theory, anti-race theory, and decolonizing pedagogy as theory, my research (autoethnography) examines concepts of reconciliation, sovereignty and self-determination, culturally responsive schooling (CRS), and allyship while exploring what reconciliation means for non-Indigenous educators; why non-Indigenous educators should be concerned with reconciliation; and how Canadian educators can help to build an authentic vision of reconciliation? To do such, we must understand the context of reconciliation in Canada, and the issues which surround it. This paper aims to address such questions from my perspective, as a white settler-educator involved in contexts of Indigenous education.

Graduating Project

eng

Vancouver : University of British Columbia Library

10.14288/1.0384868

Education, Faculty of; Educational Studies (EDST), Department of

Unreviewed

Andrew Kendall

DSpace