{"title":"Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks","authors":"Patricia Barkaskas, D. Gladwin","doi":"10.22329/JTL.V15I1.6519","DOIUrl":null,"url":null,"abstract":"This article focuses on pedagogical talking circles as a practice of decolonizing and Indigenizing education. Based upon Canada’s Truth and Reconciliation Commission’s (TRC) Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), non-Indigenous educators have a responsibility, while Indigenous educators have an opportunity, to transform normative colonial institutional knowledge structures and practices. Pedagogical talking circles are particularly useful in providing supported spaces for participants/students to engage in reciprocal and relational learning. The pedagogical theories outlined in this article utilize three main Indigenous methodological approaches: situated relatedness, respectful listening, and reflective witnessing. Based upon these underlying approaches, this article speaks to the necessity for decolonizing education (K-12 and post-secondary).","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.3000,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22329/JTL.V15I1.6519","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 7
Abstract
This article focuses on pedagogical talking circles as a practice of decolonizing and Indigenizing education. Based upon Canada’s Truth and Reconciliation Commission’s (TRC) Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), non-Indigenous educators have a responsibility, while Indigenous educators have an opportunity, to transform normative colonial institutional knowledge structures and practices. Pedagogical talking circles are particularly useful in providing supported spaces for participants/students to engage in reciprocal and relational learning. The pedagogical theories outlined in this article utilize three main Indigenous methodological approaches: situated relatedness, respectful listening, and reflective witnessing. Based upon these underlying approaches, this article speaks to the necessity for decolonizing education (K-12 and post-secondary).