Indigenous Synergies for Decolonizing Action Research

It is a privilege to serve as a guest editor for the themed issue of the Canadian Journal of Action Research concerned with Action Research and Indigenous Ways of Knowing, especially at a time when the Indigenous education landscape undergoes dramatic changes as schools and communities respond to the significant priorities of decolonization, reconciliation, Indigenization, and Indigenous peoples' sovereignty.Assisting in this largescale societal reform is Canada's Truth and Reconciliation Commission's (TRC) Calls-to-Action (2015), which confers responsibilities on social, educational, health, and justice institutions to address Canada's colonial history that persists into the present.The 94 directives that make up the Calls-to-Action provide a framework to address structural inequalities that marginalize Indigenous people and to educate Canadian society on Indigenous people and reconciliation.Equally significant is the United Nations Declaration on Rights of Indigenous Peoples (UNDRIP), which also has implications for Indigenous people's quality of life on a global scale.UNDRIP sets out the individual and collective rights of Indigenous people, signalling that all relations with Indigenous people shall be based on the recognition of self-determination, requiring public and government institutions to promote and protect Indigenous rights.Before I begin this introduction, I turn to Indigenous protocols to situate myself within a broader set of relations that informs the discussion that follows.I am an Anishinaabe-kwe scholar, educator, and administrator from the M'Chigeeng First Nation in northern Ontario.I also have family roots in the Temagami First Nation, where my mother is from, only a few hours from M'Chigeeng.I live and work on the traditional and unceded territories of the Musqueam, Squamish, and Tsleile-waututh Nations, where I have spent the last twenty years engaged in work that is committed to centering Indigenous knowledge systems in early childhood, K to 12 schooling, right through to post-secondary education.I have served as Director for the Indigenous Teacher Education Program -NITEP and Associate Dean for Indigenous Education in the Faculty of Education at the University of British Columbia.I currently hold a Canada Research Chair in Indigenous Pedagogy and have

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.