The Child Is Capable: Anishinaabe Pedagogy of Land and Community

Educational Transformation ◽

Learning And Teaching ◽

Self Evaluation ◽

Student Community ◽

Communal Learning ◽

Teaching Learning ◽

Meaningful Connections ◽

Heart And Mind

Situated within a post-Truth and Reconciliation Commission Canadian context, educators are seeking Wisdom to create space in schools for Indigenous Knowledges, perspectives, languages, and histories. An Anishinaabe scholar invites readers to make meaningful connections to knowledge from experience that centers the child within the context of an Anishinaabe summer harvest camp, a competition powwow, and a smokehouse. The storyteller takes an inward turn, exploring features of the communal learning process conducive to the learning spirit, self-evaluation, and participation in learning and teaching that matches one’s readiness and skill. The story is powerful for connecting the heart and mind, stimulating receptivity to assessment-making opportunities for teachers that are relevant to Indigenous student community teaching-learning traditions. True to the storytelling method, the stories here are meant to stimulate remembering, reflection, and a process of deep knowing. The author invites educators to think with the stories for inspiration toward personal possibilities of praxis. Positive educational transformation is set into motion as teachers connect with Indigenous peoples to honor the diversity of children, co-create a relational curriculum inclusive of family and community to embrace Indigenous Knowledge that comes from the Land, and create space to generate and transmit new knowledge through story.

Using the Medicine Wheel for Curriculum Design in Intercultural Communication

Multicultural Instructional Design ◽

10.4018/978-1-5225-9279-2.ch032 ◽

2020 ◽

pp. 686-711

Author(s):

Marcella LaFever

Keyword(s):

Intercultural Communication ◽

Curriculum Design ◽

Ways Of Knowing ◽

Bloom's Taxonomy ◽

Indigenous Communities ◽

Medicine Wheel ◽

Bloom’S Taxonomy ◽

Teaching Learning

In December 2015, the Truth and Reconciliation Commission of Canada released its calls to action for reconciliation related to the oppressive legacy of Indian Residential Schools. Required actions include increased teaching of intercultural competencies and incorporation of indigenous ways of knowing and learning. Intercultural Communication as a discipline has primarily been developed from euro-centric traditions based in three domains of learning referred to as Bloom's taxonomy. Scholars and practitioners have increasingly identified problems in the way that intercultural competency is taught. The decolonization of education is implicated in finding solutions to those problems. Indigenization of education is one such effort. This chapter posits the Medicine Wheel, a teaching/learning framework that has widespread use in indigenous communities, for use in instructing intercultural communication. Bloom's taxonomy of the cognitive, psychomotor, and affective domains, is missing the fourth quadrant of the Medicine Wheel, spiritual. Examples of the spiritual quadrant are offered.

Making Meaningful Connections and Relationships in Cataloguing Practices: The Decolonizing Description Project at University of Alberta Libraries

Evidence Based Library and Information Practice ◽

10.18438/eblip29440 ◽

2018 ◽

Vol 13 (4) ◽

pp. 2-6 ◽

Cited By ~ 1

Author(s):

Sheila Laroque

Keyword(s):

Working Group ◽

University Of Alberta ◽

Meaningful Connections ◽

The University ◽

Insight Into

Overview This paper seeks to examine some of the history behind the work that led to the Decolonizing Description Working Group (DDWG) and the efforts that have come from the further Decolonizing Description Project at the University of Alberta Libraries (UAL). Within universities and a variety of memory institutions, there has been a shift since the Calls to Action of the Truth and Reconciliation Commission (TRC) report (2015). This paper seeks to give those who are interested in this type of work some insight into the processes that have been underway at the UAL, and into ways that this could be replicated within their own institutions.

Promoting Intercultural Communication Competencies in Higher Education - Advances in Higher Education and Professional Development ◽

Using the Medicine Wheel for Curriculum Design in Intercultural Communication

10.4018/978-1-5225-1732-0.ch007 ◽

2016 ◽

pp. 168-199

Author(s):

Marcella LaFever

Keyword(s):

Intercultural Communication ◽

Curriculum Design ◽

Ways Of Knowing ◽

Bloom's Taxonomy ◽

Indigenous Communities ◽

Medicine Wheel ◽

Bloom’S Taxonomy ◽

Teaching Learning

The Truth and Reconciliation Commission proved to be a healing force in South Africa. What lessons are there in South Africa's experience about the power of forgiveness?

Clinical Psychiatry News ◽

10.1016/s0270-6644(10)70227-7 ◽

2010 ◽

Vol 38 (5) ◽

pp. 9

Author(s):

PAUL J. FINK

Keyword(s):

South Africa ◽

Truth And Reconciliation

Using African Truth and Reconciliation Commission documentation for truth telling and reconciliation

Statistical Journal of the IAOS ◽

10.3233/sji-200436 ◽

2020 ◽

pp. 1-5

Author(s):

Proscovia Svärd

Keyword(s):

Human Rights ◽

International Humanitarian Law ◽

Humanitarian Law ◽

Truth Telling ◽

Post Conflict ◽

Truth And Reconciliation Commissions ◽

Reconciliation Process

Truth and Reconciliation Commissions (TRCs) are established to document violations of human rights and international humanitarian law in post-conflict societies. The intent is to excavate the truth to avoid political speculations and create an understanding of the nature of the conflict. The documentation hence results in a common narrative which aims to facilitate reconciliation to avoid regression to conflict. TRCs therefore do a tremendous job and create compound documentation that includes written statements, interviews, live public testimonies of witnesses and they also publish final reports based on the accumulated materials. At the end of their mission, TRCs recommend the optimal use of their documentation since it is of paramount importance to the reconciliation process. Despite this ambition, the TRCs’ documentation is often politicized and out of reach for the victims and the post-conflict societies at large. The TRCs’ documentation is instead poorly diffused into the post conflict societies and their findings are not effectively disseminated and used.

The Triumph of Olemaun: Survivance, Empathic Unsettlement, and Restorying the History of Canadian Residential Schools

International Research in Children s Literature ◽

10.3366/ircl.2018.0270 ◽

2018 ◽

Vol 11 (2) ◽

pp. 132-146

Author(s):

Anah-Jayne Markland

Keyword(s):

Residential Schools ◽

Aboriginal Peoples ◽

Close Reading ◽

Mandatory Education ◽

Young Readers ◽

History Of ◽

Age Appropriate

The ignorance of many Canadians regarding residential schools and their traumatic legacy is emphasised in the reports of the Truth and Reconciliation Commission (TRC) as a foundational obstacle to achieving reconciliation. Many of the TRC's calls to action involve education that dispels and corrects this ignorance, and the commission demands ‘age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples' historical and contemporary contributions to Canada’ to be made ‘a mandatory education requirement for Kindergarten to Grade Twelve students’ (Calls to Action 62.i). How to incorporate the history of residential schools in kindergarten and early elementary curricula has been much discussed, and one tool gaining traction is Indigenous-authored picturebooks about Canadian residential schools. This article conducts a close reading of Margaret Pokiak-Fenton and Christy Jordan-Fenton's picturebook When I Was Eight (2013). The picturebook gathers Indigenous and settler children together to contest master settler narratives regarding the history of residential schools. Using Gerald Vizenor's concept of ‘survivance’ and Dominick LaCapra's notion of ‘empathic unsettlement’, the article argues that picturebooks work to unsettle young readers empathetically as part of restorying settler myths about residential schools and implicating young readers in the work of reconciliation.