Teaching and Professional Practice
M14 - Roundtable Series: Teaching and Learning After the Truth and Reconciliation Commission of Canada. Panel 7 of 8 (Joint Workshop)
Date: Jun 5 | Time: 03:45pm to 05:15pm | Location: SWING 405
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 : Alexandra Dobrowolsky (St. Mary's University)
Co-Chair/Président/Présidente : Edna Keeble (St. Mary's University)
Discussant/Commentateur/Commentatrice : David Gaertner (University of British Columbia) Laura Pin
(York University)Kent den Heyer
(University of Alberta)Derek Murray
(University of Victoria)Sujata Thapa-Battarai
(University of Toronto)James Fitzgerald
(York University)Abstract: After decades of efforts by Indigenous Peoples, including Indigenous scholars, highlighting the problems of residential schools and colonial educational systems more generally, the Truth and Reconciliation's Calls to Actions have also trained significant attention on education. This roundtable is a space for teachers and learners to reflect on their roles in the wake of the TRC by addressing questions such as: What are we asking of ourselves, as teachers and learners, after the TRC? How are we grappling with the fact that, as members of the Canadian university community, we are part of a system implicated in various forms of violence against Indigenous Peoples, including, but not only, the residential school system? How do we story ourselves in this moment of potentially broad-based educational transformation? How are settler-colonial scholars confronting and addressing their ignorance and the need for intellectual retooling, such as by modifying their curriculum and pedagogical approaches? How might we learn (or how have we learned) through collaborations, including within and across disciplinary boundaries? Where settler-colonial scholars are concerned, how have we learned or how might we learn by partnering with Indigenous colleagues inside the university, as well as with Indigenous communities outside of the university? What are some of the challenges and possibilities for solidarity in and beyond the colonial university? What supports would help us in our efforts? How can we support hiring practices to increase the number of Indigenous Peoples and marginalized groups generally among tenure-stream hires? How do we maintain these conversations and commitments?
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