Abstract

Currently at the University of Saskatchewan, located in Saskatoon, Saskatchewan, Canada, indigenization and internationalization are identified as key institutional priorities. The purpose of this scholarly research paper is to investigate possibilities for advancing these imperatives in a complementary or symbiotic rather than oppositional manner. Specifically, I provide a preliminary analysis of student and faculty experiences during a graduate-level Study Abroad class in Ireland designed intentionally to engage with issues of colonization and decolonization globally and to confront the implications of these processes for Saskatchewan/Canadian educators, in order to advance reconciliation within our educational systems. The class consisted of 25 Masters and Doctoral level education students, approximately
half of whom were Indigenous. Experiential, placebased learning theory and praxis and a combination of formal and informal relational pedagogies were mobilized to explore historical and contemporary intersections between Irish and Canadian educational landscapes, including powerful parallels within colonizing histories and current processes of reconciliation.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0060
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada