Power in places, policies, and pedagogies: one teacher’s critical inquiry into reconciliation

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dc.contributor.authorFerguson, Katherine (Katya) Adamov
dc.contributor.examiningcommitteeJanzen, Melanie (Curriculum, Teaching and Learning) Sinclair, Niigaanwewidam (Native Studies)en_US
dc.contributor.supervisorSerebrin, Wayne (Curriculum, Teaching and Learning) Schmidt, Clea (Curriculum, Teaching and Learning)en_US
dc.date.accessioned2018-01-11T18:07:09Z
dc.date.available2018-01-11T18:07:09Z
dc.date.issued2017
dc.degree.disciplineCurriculum, Teaching and Learningen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractIn response to the Truth and Reconciliation Commission of Canada (TRC), this arts-informed study problematizes one un/settler teacher’s sources of dissonance and experiences of resistance engaging in processes of reconciliation. Although reconciliation discourse is gaining prominence in the Manitoba context, colonial discourses dominate educational institutions, policies, and practices. This study analyzes how discourses contribute towards institutionalizing hegemonic practices that marginalize Indigenous peoples and their perspectives. This theoretical and methodological bricolage utilizes Critical Discourse Analysis (CDA) and arts-informed methods to explore two central research questions: 1) How can a critical inquiry into language, texts, and discourses highlight and raise awareness of potential issues and sources of resistance to reconciliation within educational establishments, policies, and practices? and; 2) How does one teacher undertake processes of reconciliation in respect to her own practice? This study illuminates colonial narratives and discourses of deficit and domination that are embedded within the texts on schools, the language used to talk about achievement in schools, and internalized within teaching practices. Arts-informed methods (such as found/data poetry and an art installation) are used as strategies for data analysis and as alternative representations of the findings. This study reveals power-filled discourses that resist processes of reconciliation by effacing the perspectives and contributions of Indigenous peoples and suggests calls to action with implications for pedagogy and policy decision-making across the broader educational community.en_US
dc.description.noteFebruary 2018en_US
dc.identifier.urihttp://hdl.handle.net/1993/32797
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectCritical inquiryen_US
dc.subjectReconciliationen_US
dc.subjectHegemonyen_US
dc.subjectCritical discourse analysisen_US
dc.subjectCDAen_US
dc.subjectArts-informeden_US
dc.subjectSettler colonialismen_US
dc.subjectBricolageen_US
dc.subjectEducationen_US
dc.subjectDecolonizationen_US
dc.subjectPost-colonialen_US
dc.subjectArtsen_US
dc.subjectPoetryen_US
dc.subjectInstallationen_US
dc.subjectAboriginal academic achievementen_US
dc.subjectTRCen_US
dc.subjectAboriginalen_US
dc.subjectIndigenousen_US
dc.titlePower in places, policies, and pedagogies: one teacher’s critical inquiry into reconciliationen_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
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