Reconciliation in Action and the Community Learning Centres of Quebec: The Experiences of Teachers and Coordinators Engaged in First Nations, Inuit and Métis Social Justice Projects

• Main Author: Howell, Lisa
• Format: Thesis
• Language: English
• Published: Université d'Ottawa / University of Ottawa 2017
• Subjects: First Nations, Inuit and Metis; Reconciliation; Social Justice; Decolonizing pedagogy; Quebec; Community Learning Centres; Teacher's experiences; Transformative education; Canada; First Nations; inuit; Metis
• Online Access: https://dx.doi.org/10.20381/ruor-20499; http://ruor.uottawa.ca/handle/10393/36219

When the Truth and Reconciliation Commission (TRC) called for all provinces and territories in Canada to develop curriculum related to residential schools, most ministries of education began the process of reform. Despite this Call to Action, Quebec remains the only province that has yet to publicly commit to or develop any curricula related to residential schools. In this context, this study examines the Community Learning Centre (CLC) network, which has empowered English schools across Quebec to participate in projects that address the Calls to Action, encouraging social justice and reconciliation. It examines the experiences of teachers and CLC coordinators who have participated in CLC projects between 2012-2016. The findings indicate that there is increasing frustration among teachers concerning the absence of residential school history from the Quebec curriculum. Findings also indicate many pedagogical benefits of teaching for social justice. Finally, the study identifies challenges and best practises, and provides recommendations for program and curriculum development in the movement for reconciliation in education in Quebec.