Student, parent, and teacher perspectives on reconciliation-related school reforms
Calls to Action initiatives, students, teachers, schools, Indigenous youth
Canadian schools have implemented initiatives in response to the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report. This paper aims to address two questions that speak directly to these calls. How have these initiatives been implemented in Canadian classrooms and affected educational practices? How do education stakeholders perceive and experience these initiatives? We present a study conducted in Alberta to explore these questions, drawing on data from interviews and focus groups conducted with 201 Indigenous youth and teachers and parents of Indigenous children. Findings suggest that schools are engaged in innovative activities to introduce knowledge about Indigenous cultures and experiences. Most participants believed, however, that more work is needed to support teachers’ ability to include Indigenous content in classrooms and to increase awareness about Indigenous peoples’ among non-Indigenous students to prevent discrimination. These tensions can undermine schools’ capacities to advance reconciliation.
Emily Milne & Terry Wotherspoon (2022) Student, parent, and teacher perspectives on reconciliation-related school reforms, Diaspora, Indigenous, and Minority Education, DOI: 10.1080/15595692.2022.2042803
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