Learning What Schooling Left Out: Making an Indigenous Case for Critical Service-Learning and Reconciliatory Pedagogy within Teacher Education

Yvonne Poitras Pratt, Patricia Danyluk

Abstract


As teacher educators, we argue that the colonial history of First Peoples, coupled with alarming educational disparities, warrants a specialized approach to Indigenous service-learning within teacher training that requires a critical examination of positionality by service-learners. Our study examines the service-learning experiences of non-Indigenous pre-service teachers working in Indigenous classrooms over a three-month period through reflections and focus groups. The results underscore the risk that a lack of critical reflection by service-learners could play in widening existing educational gaps, and concludes that a reversal of perspective on the education gap could enact the possibility of reconciliatory pedagogy.

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Canadian Journal of Education | Revue canadienne de l'éducationISSN 1918-5979