Decolonizing Ourselves: A Northern Compass for Educational Leadership

Autor/inn/en	Alexander, Cynthia J.; McKee, D. Beverly
Titel	Decolonizing Ourselves: A Northern Compass for Educational Leadership
Quelle	In: Journal of Character Education, 17 (2021) 2, S.47-62 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-1223
Schlagwörter	Conflict Resolution; Foreign Policy; Racial Bias; Indigenous Populations; American Indians; Guidelines; Citizen Participation; Instructional Leadership; Land Settlement; Indigenous Knowledge; Student Interests; Values; Governance; Foreign Countries; History Instruction; Canada Natives; College Students; Teaching Methods; College Faculty; Teacher Attitudes; Required Courses + Suchen Sie Ihr Suchwort? Conflict solving; Konfliktlösung; Konfliktregelung; Außenpolitik; Racial discrimination; Rassismus; Sinti und Roma; American Indian; Indianer; Richtlinien; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Instruction; Leadership; Bildung; Erziehung; Führung; Siedlungsraum; Studieninteresse; Wertbegriff; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Ausland; History lessons; Geschichtsunterricht; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Lehrerverhalten; Pflichtkurs
Abstract	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 applied theoretical framework, the "default to deliberative mode of engagement framework," or D2 framework, that we designed for ourselves as non-Indigenous, or settler, educators who contribute to decolonization processes by increasing students' interest in traditional and contemporary Indigenous values, cultures, knowledges and legal governance processes. In this article we share our reflections on the value of the D2 framework as a guide that can assist users in decolonizing themselves. Moving away from what we call "default mode" of colonialism can be the toughest part of the decolonization journey. Accompanying the D2 framework, we share narratives that illustrate the kind of daily actions that reflect deliberative civic engagement on the road to reconciliation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01