In Canada, the Truth and Reconciliation Commission highlights our roles as educators to reflect Indigenous cultures and knowledges in post-secondary teaching and learning. Developing an inclusive definition of experiential learning in consultation with Indigenous scholars is essential. This newly revised experiential learning framework represents…

Academia has been dominated by European/settler ways of knowing while denying the existence and validity of Indigenous epistemologies, science, and philosophies. Post-secondary structures were not built to be inclusive spaces, they were built without Indigenous voices or considerations and often housed individuals and departments who have…

In this theoretical article, I examine various conceptions of focused listening--including those held by specific First Nations communities--to determine how each conception might offer insights for listening while conducting cross-cultural music education research. First, I discuss the notion of "Big Ears," as it is understood by the…

Espousing Indigenous Research Methods including Kîyokêwin/Visiting, beadwork as an embodied pedagogical and research practice, and storytelling, this article explores the authors' experiences working in senior academic leadership positions to support indigenization at the Royal Military College of Canada. The authors consent to learn in public and…

Addressing educational curricula and programs in post-secondary education for Reconciliation brings new opportunities and challenges for geography educators, including decolonizing and indigenizing their own teaching practices and perspectives. A team of geography educators, from vastly different geographies and contexts, explored their…

The 2015 final report of the Truth and Reconciliation Commission of Canada (2015a) states that educational institutions are part of the problem of systemic colonialism that persists across the country. Racism against Indigenous peoples is apparent across Canada, as in the United States, Australia, and elsewhere. In this context, we share our…

This article explores the impact of the so-called 'blanket exercise', an interactive learning activity that engages individuals in rediscovering Canadian history and society through an Indigenous lens, in collaboration with First Nations, Métis and Inuit elders and community members. This exploratory and qualitative research discusses how the…

In light of calls to address explicitly lingering and momentous celebrations of white settler nationalism--perhaps most recently made visible through the events surrounding the proposed removal of the Robert E. Lee statue in Charlottesville and the related "Unite the Right" rally and protests, the authors take up the invitation to…

Social work is being challenged to situate its theories and practice within the lands it finds itself on in North America. This article considers the Canadian Truth and Reconciliation Commission's calls for change from the perspective of how social workers are educated in relation to land, from Indigenous views on its colonial conversions to the…

Teaching a graduate course focused on critical understandings of interculturality offers an opportune space in which to explore decolonizing pedagogical practices. In this short paper, I examine my own attempts at decolonizing students' experiences of intercultural learning by incorporating non-Western knowledge systems to draw attention to…

The ways in which Africanisation and decolonisation in the South African academy have been framed and carried out have been called into question over the past several years, most notably in relation to modes of silencing and epistemic negation, which have been explicitly challenged through the student actions. In a similar vein, Canada's…

This paper focuses on how I have been attending to the TRC's [Truth and Reconciliation Commission's] calls to action within science teacher education. It draws on personal experiences, my dissertation, Canadian policy regarding Indigenous education, and academic literature to explore what the calls ask of teacher educators. Throughout, I consider…

Education for reconciliation is centered on renewing Indigenous-settler relations. In this article, two graduate students share their experiences as they endeavour to take up a praxis for reconciliation. Positioned by their different cultural identities, they join in a duoethnographic conversation, to reflect on their learning and to share their…

Before the TRC's Calls to Action, we were a collaborative teacher-education partnership of Anishinaabekwe and White settler researching and teaching reconciliation as pedagogical practice with five cohorts of settler teacher-candidates. Engaging theories of settler-colonialism, decolonization and Indigenous studies, we outline the obstacles and…