Reconciliation in Pedagogical Praxis: A Case Study in Pre-Service Teacher Engagement with Indigenous Perspectives

• Main Author: Plamenig, Hannah
• Other Authors: Ibrahim, Awad
• Format: Thesis
• Language: English
• Published: Université d'Ottawa / University of Ottawa 2020
• Subjects: Reconciliation; Teacher education; Reconciliatory pedagogy; First Nations
• Online Access: http://hdl.handle.net/10393/40867; https://doi.org/10.20381/ruor-25093

In the years following the Truth and Reconciliation Commission’s Calls to Action, Ontario universities have made significant efforts towards integrating Indigenous perspectives into teacher-education programming. This research provides an in-depth analysis of how teacher candidates engage with Indigenous histories, cultures, and contemporary perspectives as part of their teacher-training. This project further seeks to describe whether/how teacher candidates envision integrating Indigenous perspectives into their future praxis. Using a case study methodology, this study draws data from both a focus group and individual interviews with teacher candidates at an Ontario university. Of the eight teacher candidates who participated in this research, seven are non-Indigenous, and one self-identifies as being of First Nations heritage. Using a thematic analysis, this study examines three themes. First, a highly racialized conceptualization of settler identities is observed among teacher candidates. While this positioning recognizes the dominance of White Canadians, it implicitly excludes People of Colour from their rightful place within the reconciliation process. The second theme in this research concerns the efficacy of teacher-education programming in addressing knowledge gaps and discriminatory discourses. The potential of teacher-education as a catalyst of systemic change highlights the role of education in Canada’s reconciliation process. Finally, teacher candidates express significant concerns regarding integrating Indigenous knowledges, pedagogies, histories, and cultures into their future teaching praxis. In particular, they report feeling inadequately prepared to teach Indigenous perspectives without further knowledge and training. This research thus advocates for the continued facilitation of personal relationships between teacher candidates and Indigenous peoples, and the absolution of imperfection. While education has long been used to marginalize and control Indigenous peoples, this research examines how it can be repurposed as a tool of reconciliation and healing.