A COLLABORATIVE SHARING OF STORIES ON A JOURNEY TOWARD RECONCILIATION: “BELONGING TO THIS PLACE AND TIME”

This paper emerges from the particular field experiences of three “settler” colleagues working in a teacher education program, each of whom found that their personal and professional relationships with First Nations, Metís, and Inuit people had a positive and constructive bearing on how they respond...

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Bibliographic Details
Published in:McGill Journal of Education
Main Authors: Keliipio, Kauʻi, Perry, Kimberly, Elderton, Colleen
Format: Text
Language:English
Published: Faculty of Education, McGill University 2018
Subjects:
Truth and Reconciliation
calls to action
teacher education
collaborative writing
settlers
Vérité et réconciliation
appels à l’action
formation des enseignants
écriture collaborative
colonisateurs
First Nations
inuit
inuits
Premières Nations
Online Access:http://id.erudit.org/iderudit/1058402ar
https://doi.org/10.7202/1058402ar
Description
Summary:This paper emerges from the particular field experiences of three “settler” colleagues working in a teacher education program, each of whom found that their personal and professional relationships with First Nations, Metís, and Inuit people had a positive and constructive bearing on how they responded to provincial mandates and the Truth and Reconciliation Commission’s Calls to Action. Cet article a vu le jour suite à l’expérience vécue au sein d’un stage par trois collègues « colonisateurs » oeuvrant dans un programme de formation des enseignants. Ceux-ci ont constaté que leur relation personnelle et professionnelle avec les Premières Nations, les Métis et les Inuits avaient eu une incidence positive et utile sur leur manière de répondre aux mandats provinciaux et aux appels à l’action formulés dans le cadre de la Commission de vérité et réconciliation.

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