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...
Published in: | McGill Journal of Education |
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2018
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Online Access: | http://id.erudit.org/iderudit/1058402ar https://doi.org/10.7202/1058402ar |
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fterudit:oai:erudit.org:1058402ar 2023-05-15T16:16:23+02:00 A COLLABORATIVE SHARING OF STORIES ON A JOURNEY TOWARD RECONCILIATION: “BELONGING TO THIS PLACE AND TIME” Keliipio, Kauʻi Perry, Kimberly Elderton, Colleen 2018 http://id.erudit.org/iderudit/1058402ar https://doi.org/10.7202/1058402ar en eng Faculty of Education, McGill University Érudit McGill Journal of Education vol. 53 no. 2 (2018) http://id.erudit.org/iderudit/1058402ar doi:10.7202/1058402ar ©, 2019Faculty of Education, McGill University Truth and Reconciliation calls to action teacher education collaborative writing settlers Vérité et réconciliation appels à l’action formation des enseignants écriture collaborative colonisateurs text 2018 fterudit https://doi.org/10.7202/1058402ar 2022-10-01T23:12:09Z 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. Text First Nations inuit inuits Premières Nations Érudit.org (Université Montréal) McGill Journal of Education 53 2 |
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Érudit.org (Université Montréal) |
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language |
English |
topic |
Truth and Reconciliation calls to action teacher education collaborative writing settlers Vérité et réconciliation appels à l’action formation des enseignants écriture collaborative colonisateurs |
spellingShingle |
Truth and Reconciliation calls to action teacher education collaborative writing settlers Vérité et réconciliation appels à l’action formation des enseignants écriture collaborative colonisateurs Keliipio, Kauʻi Perry, Kimberly Elderton, Colleen A COLLABORATIVE SHARING OF STORIES ON A JOURNEY TOWARD RECONCILIATION: “BELONGING TO THIS PLACE AND TIME” |
topic_facet |
Truth and Reconciliation calls to action teacher education collaborative writing settlers Vérité et réconciliation appels à l’action formation des enseignants écriture collaborative colonisateurs |
description |
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. |
format |
Text |
author |
Keliipio, Kauʻi Perry, Kimberly Elderton, Colleen |
author_facet |
Keliipio, Kauʻi Perry, Kimberly Elderton, Colleen |
author_sort |
Keliipio, Kauʻi |
title |
A COLLABORATIVE SHARING OF STORIES ON A JOURNEY TOWARD RECONCILIATION: “BELONGING TO THIS PLACE AND TIME” |
title_short |
A COLLABORATIVE SHARING OF STORIES ON A JOURNEY TOWARD RECONCILIATION: “BELONGING TO THIS PLACE AND TIME” |
title_full |
A COLLABORATIVE SHARING OF STORIES ON A JOURNEY TOWARD RECONCILIATION: “BELONGING TO THIS PLACE AND TIME” |
title_fullStr |
A COLLABORATIVE SHARING OF STORIES ON A JOURNEY TOWARD RECONCILIATION: “BELONGING TO THIS PLACE AND TIME” |
title_full_unstemmed |
A COLLABORATIVE SHARING OF STORIES ON A JOURNEY TOWARD RECONCILIATION: “BELONGING TO THIS PLACE AND TIME” |
title_sort |
collaborative sharing of stories on a journey toward reconciliation: “belonging to this place and time” |
publisher |
Faculty of Education, McGill University |
publishDate |
2018 |
url |
http://id.erudit.org/iderudit/1058402ar https://doi.org/10.7202/1058402ar |
genre |
First Nations inuit inuits Premières Nations |
genre_facet |
First Nations inuit inuits Premières Nations |
op_relation |
McGill Journal of Education vol. 53 no. 2 (2018) http://id.erudit.org/iderudit/1058402ar doi:10.7202/1058402ar |
op_rights |
©, 2019Faculty of Education, McGill University |
op_doi |
https://doi.org/10.7202/1058402ar |
container_title |
McGill Journal of Education |
container_volume |
53 |
container_issue |
2 |
_version_ |
1766002234029506560 |