Enseignement et pratique professionnelle
M01(b) - Roundtable Series: Teaching and Learning After the Truth and Reconciliation Commission of Canada. Panel 1 of 8. Thematic Discussion. Classroom Conversations on Indigenous and Settler Histories in Canada (Joint Workshop)
Date: Jun 4 | Heure: 08:45am to 10:15am | Location: SWING 310
Joint Session / Séance conjointe : Teaching and Professional Practice / Race, Ethnicity, Indigenous People and Politics / Society for Socialist Studies / Canadian Sociological Association / Canadian Historical Association
Sponsor / Commanditaire : Federation for the Humanities and Social Sciences / Fédération des sciences humaines
Chair/Président/Présidente : Malinda Smith (University of Alberta)
Discussant/Commentateur/Commentatrice : Richard Devlin (Dalhousie University) Camie Augustus
(Vancouver Island University)Patricia Barkaskas
(University of British Columbia)Chelsea Horton
(University of Victoria)Rick Ouellet
(Langara College)Abstract: This panel brings together four differently situated scholars and teachers - two of whom are Indigenous, two of whom are settler Canadians, and all of whom have backgrounds in the discipline of history. They come together to reflect on their pedagogies and teaching experiences in relation to their respective fields of Indigenous Studies (Augustus), Law (Barkaskas), History with respect to research pertaining to Indigenous land claims and rights (Horton), and Indigenous Education (Ouellet). Four years since the release of the Truth and Reconciliation Commission’s Calls to Action, the panel reflects on key questions: What is the tenor of classroom conversations on Indigenous and settler histories, particularly on the west coast where the panellists are based, and where the 2019 CHA meetings are being held on the un-ceded territory of the xʷməθkʷəy̓əm people? How does history (or, better, how do histories) manifest in the respective fields and teaching practice of each panellist? In turn, how might dialogues between and among disciplines and communities of practice deepen decolonizing classroom conversations?
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