Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks
This article focuses on pedagogical talking circles as a practice of decolonizing and Indigenizing education. Based upon Canada's Truth and Reconciliation Commission's (TRC) Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), non-Indigenous educ...
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| Main Authors: | , |
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| Format: | Book |
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University of Windsor,
2021-05-01T00:00:00Z.
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| Summary: | This article focuses on pedagogical talking circles as a practice of decolonizing and Indigenizing education. Based upon Canada's Truth and Reconciliation Commission's (TRC) Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), non-Indigenous educators have a responsibility, while Indigenous educators have an opportunity, to transform normative colonial institutional knowledge structures and practices. Pedagogical talking circles are particularly useful in providing supported spaces for participants/students to engage in reciprocal and relational learning. The pedagogical theories outlined in this article utilize three main Indigenous methodological approaches: situated relatedness, respectful listening, and reflective witnessing. Based upon these underlying approaches, this article speaks to the necessity for decolonizing education (K-12 and post-secondary). |
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| Item Description: | 10.22329/jtl.v15i1.6519 1911-8279 |