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Teaching and Professional Practice

M10(a) - Roundtable Series: Teaching and Learning After the Truth and Reconciliation Commission. Panel 4 of 8 (Joint Workshop)

Date: Jun 5 | Time: 10:30am to 12:00pm | Location: SWING 405

Joint Session / Séance conjointe : Teaching and Professional Practice / Race, Ethnicity, Indigenous People and Politics / Society for Socialist Studies / Canadian Sociological Association / Canadian Historical Association

Sponsor / Commanditaire : Federation for the Humanities and Social Sciences / Fédération des sciences humaines

Chair/Président/Présidente : Kiera Ladner (University of Manitoba)

Discussant/Commentateur/Commentatrice : Sarah De Leeuw (University of Northern British Columbia)

Antje Ellermann (University of British Columbia)
Magdalena Milosz (McGill University)
Karen Bridget Murray (York University)
Clinton Debogorski (University of Toronto)
Participant (University of Guelph)

Abstract: After decades of efforts by Indigenous Peoples, including Indigenous scholars, highlighting the problems of residential schools and colonial educational systems more generally, the Truth and Reconciliation's Calls to Actions have also trained significant attention on education. This roundtable is a space for teachers and learners to reflect on their roles in the wake of the TRC by addressing questions such as: What are we asking of ourselves, as teachers and learners, after the TRC? How are we grappling with the fact that, as members of the Canadian university community, we are part of a system implicated in various forms of violence against Indigenous Peoples, including, but not only, the residential school system? How do we story ourselves in this moment of potentially broad-based educational transformation? How are settler-colonial scholars confronting and addressing their ignorance and the need for intellectual retooling, such as by modifying their curriculum and pedagogical approaches? How might we learn (or how have we learned) through collaborations, including within and across disciplinary boundaries? Where settler-colonial scholars are concerned, how have we learned or how might we learn by partnering with Indigenous colleagues inside the university, as well as with Indigenous communities outside of the university? What are some of the challenges and possibilities for solidarity in and beyond the colonial university? What supports would help us in our efforts? How can we support hiring practices to increase the number of Indigenous Peoples and marginalized groups generally among tenure-stream hires? How do we maintain these conversations and commitments?


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