Date of Submission

8-27-2024

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

reconciliation, decolonization, Etuaptmumk, Two-Eyed Seeing, Niinwi-kiinwa-kiinwi, Knowledge Keepers and Elders

Abstract

In the context of an educational space, reconciliation, decolonization and pursuing Etuaptmumk (Two-Eyed Seeing) takes place across three dimensions: classroom resources, curriculum delivery and assessment practices. In my context at North Urban School (a pseudonym), a fourth dimension is present. That is, how the process of reconciliation, decolonization and pursuing Etuaptmumk fits within a faith-based organization. While embarking on the reconciliation, decolonization and pursuing Etuaptmumk journey, I am mindful of the advice given by The Honourable Mr. Justice Murray Sinclair, who notes that; there should be no change about us, without us. This is in line with the concept of Niinwi-kiinwa-kiinwi. North Urban School must make every effort to engage with our local Indigenous communities and learn from their Elders and Knowledge Keepers meaningfully and authentically. Establishing these relationships may be difficult given the past experiences of Indigenous communities and faith-based institutions. But, to truly have a curriculum that honours Indigenous epistemologies, and utilizes Heart Knowledge and Etuaptmumk as a form of communal knowledge gathering, a school must have delivery and assessment methods that encompass those traditions. Reconciliation and decolonization can be implemented in faith-based schools if Christianity is put into a different cultural context to break out of the colonial norms in which it is entrenched. The principal solution advocated for in my dissertation is to successfully develop a two-pronged approach: first, by pursuing reconciliation, decolonization in North Urban School and second, by establishing a reciprocal relationship with the Indigenous community near North Urban School which leads to Etuaptmumk.

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