Etuaptmumk: Two-Eyed Seeing, Indigenous Educator Lived Experience, and Speculative Futures for Education

This study explores the experiences of Indigenous educators in Ontario, focusing on futures of education and providing recommendations for educational institutions and policy. This research is important for the field of education because it creates space for Indigenous educator voices in the literature and academia and highlights the need for transformative change in education. This qualitative study used Indigenous methodologies, the Conversational Method, and narrative inquiry. Thematic analysis revealed three central themes: (1) The impacts of settler colonialism and the complexities of reconciliation; (2) Etuaptmumk: Two-Eyed Seeing and embracing multiple worldviews; and (3) Imagining hopeful futures for education including the Haudenosaunee Seventh Generation Principle and the role of technology. Recommendations include reframing how education systems approach teaching and learning by examining how to prepare educators in preservice and professional development training; informing antiracist policy, pedagogy, and programming; and considering alternative spaces and ways of learning.

Author dc:creator

• Frawley, Angela

Advisor dc:contributor.advisor

• Veletsianos, George

• School of education and technology

Language dc:language.iso

en_US

Identifier URI

https://doi.org/10.25316/IR-19257

OAI identifier oai:identifier

oai:null:10613/27585