Reconciliation and Education

In September, as the university sees an increase in activity with classes commencing for the school year, leaders reflect on the responsibilities ahead. The university strives to fulfill its commitment to Indigenization, decolonization, and reconciliation (IDR) in teaching and learning by partnering with the Indigenous Education Initiatives Team at the Gwenna Moss Centre for Teaching and Learning (GMCTL).

The GMCTL will support colleges, schools, and departments in meeting the outcomes of the ohpahotân | oohpaahotaan - Let’s Fly Up Together Indigenous Strategy for the University of Saskatchewan.

 

Reciprocity of Relationship

The IDR journey in higher education is of strategic importance and can be met with struggles from faculty or sessional educators. The challenges are complex and personal and often surface concern for unintended consequences that may cause discomfort. Supporting understanding of how engaging in culturally responsive instruction with a humble disposition can improve Indigenous student experience. The addition of content from Indigenous scholars, in partnership with Indigenous pedagogical approaches to learning, can achieve the desired results. A model called 'Reciprocity of Relationship' offers a framework for educators to collaborate with learners, especially Indigenous students, to foster understanding and mutual respect.

The model centers on five domains—Disposition, Humility, Reflection, Partnership, and Action—each contributing to a culturally responsive learning environment. The Reciprocity of Relationship model encourages educators to adopt a disposition that values cultural diversity, builds relationships, and promotes Indigenous identity.

Personal Disposition

In the Disposition Domain, educators strive to develop a mindset that improves relationships and engagement with learners. Adopting a growth mindset, fostering trust, and promoting Indigenous identity are fundamental to shifting values and attitudes within the classroom. Educators must instruct all students about the historical and contemporary relationships between Indigenous peoples and Canada to foster understanding and reduce misconceptions that contribute to racism. This involves adapting curriculum and ensuring that Indigenous communities are partners in creation of learning outcomes.

Humility

Humility plays a crucial role in this model. Educators reflect on their biases and personal faults while creating learning spaces that honor Indigenous voices and knowledge. A humble educator becomes a learner, fostering a reciprocal relationship where both educator and student contribute equally to the learning process. This humility reduces hierarchical structures and elevates Indigenous knowledge, placing it on an equal footing with Western knowledge. It also involves decolonizing the curriculum, instruction, and assessment to create a more inclusive learning environment.

Reflection

Reflection is another essential element, encouraging educators to question their unconscious biases, personal beliefs, and the impact of these on students. Reflective educators must listen to the experiences of Indigenous learners, caregivers, and communities, approaching these interactions with a strengths-based attitude. This reflection fosters trust and creates brave, safe spaces that support the physical, emotional, intellectual, and spiritual balance of all students. Reflecting on curriculum, instruction, and assessment for bias allows educators to authentically integrate Indigenous knowledge into their teaching.

Partnership

Partnership emphasizes the need for collaboration between educators, learners, caregivers, and communities. Respecting multiple worldviews and understanding the connection between land and learning are critical to building partnerships that support reconciliation and improve educational outcomes for Indigenous learners. These partnerships foster a culture of collaboration and shared responsibility for student success.

Action

Finally, to address inequities in the classroom and community, plans must include educators integrating Indigenous culture, language, and identity into their teaching practices. This includes committing to equitable outcomes for Indigenous learners and supporting their success in all areas—physical, emotional, intellectual, and spiritual. By creating brave, safe spaces for Indigenous voices, educators contribute to a system-wide shift that honors both Western and Indigenous ways of knowing.

The Reciprocity of Relationship model, with its focus on humility, reflection, partnership, and action, offers a pathway for educators to contribute to reconciliation and create an inclusive educational environment that respects and uplifts Indigenous ways of knowing. Leaders interested in advancing reciprocity in their college, school, or department can reach out to the Gwenna Moss Centre for Teaching and Learning to arrange for consultation. 

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^{Title image credit: Personal photo - Darryl Isbister, GMCTL, USask}

This resource is shared by the Gwenna Moss Centre for Teaching and Learning (GMCTL), University of Saskatchewan, under a CC BY-NC-SA license.