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
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...
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ftunivottawa:oai:ruor.uottawa.ca:10393/36219 2023-05-15T16:15:45+02:00 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 Howell, Lisa Maclure, Richard 2017 application/pdf http://hdl.handle.net/10393/36219 https://doi.org/10.20381/ruor-20499 en eng Université d'Ottawa / University of Ottawa http://hdl.handle.net/10393/36219 http://dx.doi.org/10.20381/ruor-20499 First Nations Inuit and Metis Reconciliation Social Justice Decolonizing pedagogy Quebec Community Learning Centres Teacher's experiences Transformative education Thesis 2017 ftunivottawa https://doi.org/10.20381/ruor-20499 2021-01-04T18:26:57Z 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. Thesis First Nations inuit Metis uO Research (University of Ottawa - uOttawa) Canada |
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uO Research (University of Ottawa - uOttawa) |
op_collection_id |
ftunivottawa |
language |
English |
topic |
First Nations Inuit and Metis Reconciliation Social Justice Decolonizing pedagogy Quebec Community Learning Centres Teacher's experiences Transformative education |
spellingShingle |
First Nations Inuit and Metis Reconciliation Social Justice Decolonizing pedagogy Quebec Community Learning Centres Teacher's experiences Transformative education Howell, Lisa 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 |
topic_facet |
First Nations Inuit and Metis Reconciliation Social Justice Decolonizing pedagogy Quebec Community Learning Centres Teacher's experiences Transformative education |
description |
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. |
author2 |
Maclure, Richard |
format |
Thesis |
author |
Howell, Lisa |
author_facet |
Howell, Lisa |
author_sort |
Howell, Lisa |
title |
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 |
title_short |
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 |
title_full |
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 |
title_fullStr |
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 |
title_full_unstemmed |
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 |
title_sort |
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 |
publisher |
Université d'Ottawa / University of Ottawa |
publishDate |
2017 |
url |
http://hdl.handle.net/10393/36219 https://doi.org/10.20381/ruor-20499 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
First Nations inuit Metis |
genre_facet |
First Nations inuit Metis |
op_relation |
http://hdl.handle.net/10393/36219 http://dx.doi.org/10.20381/ruor-20499 |
op_doi |
https://doi.org/10.20381/ruor-20499 |
_version_ |
1766001610844012544 |