A HARD LOOK IN THE MIRROR: RECONCILIATION THROUGH COLLABORATIVE INTROSPECTION

Abstract

Canadian education is often characterized as inclusive and multicultural; However, it remains deeply intertwined with colonial structures that have sought to suppress Indigenous knowledge systems for generations. This ongoing colonial legacy is reflected in the continued marginalization of Indigenous ways of knowing, doing, learning, and teaching within provincially-mandated education systems. Despite recent calls for reconciliatory change to include Indigenous perspectives, these changes are often superficial, leaving systemic racism and pedagogical inequities intact. This study explores the perceived challenges faced by non-Indigenous educators in bridging Indigenous ways of knowing and doing into their teaching practices, with a focus on self-reflexivity and introspection as tools for fostering a deeper awareness of power, privilege, bias and unacknowledged racism. Utilizing critical participatory action research, this study examines whether professional development centered on collaborative introspection can reduce the perpetuation of colonial ideologies within teaching pedagogy. By engaging in self-reflective practice, non-Indigenous settler educators can begin to acknowledge their colonial underpinnings and build meaningful relationships with Indigenous knowledge systems. This study aims to contribute to the development of more inclusive, equitable, and culturally responsive educational practices, supporting the bridging of Indigenous knowledge in ways that honor its complexity and significance. Through this work, the research seeks to promote a shift in pedagogical considerations that foster an educational environment where all learners, particularly First Nations, Métis, and Inuit students, can thrive.