Prompted by Canada’s Truth and Reconciliation Commission’s Calls to Action (2015), there has been widespread response throughout Canadian educational institutions to facilitate reconciliation through education. In the context of Ontario, some Faculties of Education have responded to the calls with requiring Aboriginal education for teacher candidates, to ensure all graduating teachers have knowledge of Aboriginal histories, cultures, and worldviews. Nevertheless, there is a difference between teaching about reconciliation and teaching through reconciliation. This embodiment of reconciliation as a curricular and pedagogical praxis – a praxis of reconciliation – lies at the heart of this research in initial teacher education. This study draws upon case study methodology in an Aboriginal teacher education course in Ontario and a Treaty of Waitangi teacher education workshop in New Zealand, through an investigation of the question: In what ways do Settler teacher education programs facilitate and engage a praxis of reconciliation? The findings of this thesis propose a reconceptualization of reconciliation in teacher education by identifying the ways in which reconciliation is manifested in teacher education (a possibility of reconciliation), and the ways in which reconciliation is hindered (a challenge to reconciliation). In addition to identifying the possibilities and challenges, this research study also deconstructs the safe space metaphor in favour of ethical space and ethical relationality in initial teacher education.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/36972 |
| Date | January 2017 |
| Creators | Brant, Kiera Kaia'tano:ron |
| Contributors | Ng-A-Fook, Nicholas, Reis, Giuliano |
| Publisher | Université d'Ottawa / University of Ottawa |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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