A De/Colonizing Theory of Truth and Reconciliation Education

Autor/in	Madden, Brooke
Titel	A De/Colonizing Theory of Truth and Reconciliation Education
Quelle	In: Curriculum Inquiry, 49 (2019) 3, S.284-312 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2019.1624478
Schlagwörter	Foreign Countries; Theories; Ethics; Indigenous Populations; Indigenous Knowledge; Cultural Awareness; Culturally Relevant Education; Social Bias; Social Justice; Educational Change; Teaching Methods; Land Settlement; Canada Natives; Racial Bias; Resistance (Psychology); Resilience (Psychology); Cultural Maintenance + Suchen Sie Ihr Suchwort? Ausland; Theory; Theorie; Ethik; Sinti und Roma; Cultural identity; Kulturelle Identität; Soziale Gerechtigkeit; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Siedlungsraum; Racial discrimination; Rassismus; Resistenz
Abstract	The author suggests that educators' responses to the Truth and Reconciliation Commission of Canada cannot be reduced or reducible to practice without also considering the theories that are enfolded into reconciliatory initiatives and actions. She is guided by the central questions: "How do I understand prevailing constructions of reconciliation in circulation?" and "How might I theorize a philosophy of truth and reconciliation education that responds to and upholds my de/colonizing commitments?" The author develops a de/colonizing theory that includes four interrelated components. They include: (a) the Truth and Reconciliation Commission of Canada's notion of reconciliation and education for reconciliation, (b) Indigenous land-based traditions for establishing and maintaining respectful relationships, (c) the central role of Indigenous counter-stories in truth and reconciliation education, and (d) critiques of the construction and enactment of reconciliation. Together, these components provide orientations, challenges, and possibilities for consideration when engaging theory building, community involvement, research design, policy development, and practice for truth and reconciliation education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01