Navigating the "Ethical Space" of Truth and Reconciliation: Non-Indigenous School Principals in Saskatchewan

Autor/inn/en	Osmond-Johnson, Pamela; Turner, Peter
Titel	Navigating the "Ethical Space" of Truth and Reconciliation: Non-Indigenous School Principals in Saskatchewan
Quelle	In: Curriculum Inquiry, 50 (2020) 1, S.54-77 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Osmond-Johnson, Pamela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2020.1715205
Schlagwörter	Principals; Ethics; Conflict Resolution; Administrator Characteristics; World Views; Canada Natives; Instructional Leadership; Teaching Methods; Indigenous Knowledge; American Indians; Land Settlement; Social Justice; Interpersonal Relationship; Collectivism; Cooperation; Administrator Attitudes; Power Structure; Administrator Role; Social Action; Educational Practices + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Ethik; Conflict solving; Konfliktlösung; Konfliktregelung; World view; Weltanschauung; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching method; Lehrmethode; Unterrichtsmethode; American Indian; Indianer; Siedlungsraum; Soziale Gerechtigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Co-operation; Kooperation; Soziales Handeln; Bildungspraxis
Abstract	Although there is much contention around the role of settlers in reconciliation [Maddison, S., Clark, T., & de Costa, R. (2016). "The limits of settler colonial reconciliation: Non-Indigenous peoples and the responsibility to engage." Singapore: Springer], the current under-representation of Indigenous peoples in Canada's K-12 education sector necessitates that non-Indigenous principals engage with the TRC's Calls to Action if they are to be realized in today's schools. Traversing the space between Indigenous and non-Indigenous world views, however, is complex and complicated work. In this vein, our research seeks to facilitate a deeper understanding of the orientation towards school leadership required to engrain and sustain Calls to Action as an integral part of Canadian education. In particular, we draw upon Goulet and Goulet's [Goulet, L. M., & Goulet, K. N. (2014). "Teaching each other: Nehinuw concepts and Indigenous pedagogies." Vancouver, BC: UBC Press] "nehinuw" philosophy of collectivism (discussed in their book Teaching Each Other), Ermine's [ Ermine, W. (2007). The ethical space of engagement. "The Indigenous Law Journal," 6(1), 193-203] ethical engagement, and Kovach's [Kovach, M. (2005). Emerging from the margins: Indigenous methodologies. In L. Brown & S. Strega (Eds.), "Research as resistance: Critical, Indigenous and anti-oppressive approaches" (pp. 19-36). Toronto: Canadian Scholars' Press] relationality to offer a new theoretical space from which to explore the practices of non-Indigenous leaders who are attempting to navigate these complexities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01