Education for Reconciliation: Non-Indigenous Teachers’ Stories of Journeying, Learning, Unlearning, and Negotiating Discomfort and Possibility
Notice bibliographique
Résumé
This doctoral research explored the lived experiences of two experienced, in-service, non-Indigenous elementary teachers as they engaged in ongoing journeys of learning and unlearning in response to their personal and professional commitments to reconciliation. Interwoven throughout are my own unfolding reflections as a non-Indigenous Treaty person, navigating what it means to live ethically and relationally on this Land I call home. Rooted in relational responsibilities to story, community, and humanity, this study examined how non-Indigenous educators negotiated their roles within Albertaʼs public school system while living out their responsibilities as Treaty people. The context for this inquiry was framed by Albertaʼs Teaching Quality Standard and the Calls to Action from Canadaʼs Truth and Reconciliation Commission, though these were not the impetus for the research. Research Gatherings with the two co-researcher participants took place monthly, both virtually and in person over the course of a school year. Honouring narrative inquiry and Indigenous Storywork methodologies, the research explores narrative accounts shaped by personal, social, historical, cultural, and institutional narratives. The dissertation itself is composed through story, poetry, oral sharing, and photostory, reflecting an embodied and multimodal approach to knowledge. It highlights the complexities, tensions, and supports they encountered while striving to live out their commitments, as well as the moments of possibility that emerged. Guidance from Indigenous advisors, Elders, and Knowledge Keepers, three of whom participated in Circle Gatherings, shaped this study, particularly the teachings of two Elders whose insights deeply influenced the work. Ongoing mentorship also held me accountable to relational and respectful practices and protocol throughout. A central contribution of this research is the development of an original pedagogy of journeying—comprising wondering, wandering, venturing, grounding, and living—which reflects the nonlinear and relational nature of journeys in the spirit of reconciliation. This work offers the understanding that spaces for reconciliation are not inherently held within school systems; they must be intentionally created, nurtured, and protected. It underscores the importance of leaning into discomfort as a vital site for learning and growth, and honours stories that reflect tension, humility and vulnerability, curiosity, listening, and leaning in wholeheartedly. These narratives remind us that the pedagogy of journeying, and the stories lived in-between, are cyclical—with discomfort at their core—serving as invitations and opportunities for transformation. This insight calls on non-Indigenous educators to imagine and create spaces where relational, heart-led work is not only possible, but essential.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,009 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,037 | 0,039 |
| Communication savante | 0,012 | 0,010 |
| Science ouverte | 0,003 | 0,012 |
| Intégrité de la recherche | 0,003 | 0,009 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».