{"id":{"repo_id":"royalroads","oai_identifier":"oai:null:10613/29418"},"canonical_url":"https://search.dev.ndltd.org/etd/royalroads/oai:null:10613/29418","repository":{"repo_id":"royalroads","name":"Royal Roads University","base_url":"https://www.viurrspace.ca/server/oai/request"},"display":{"title":"An Indigenous Exploration of Arts-Based Reconciliation Education","abstract":"This study engaged four Indigenous artists and one Indigenous scholar as co-creators through an Indigenous, action-oriented, arts-based methodology grounded in Keeoukaywin, “The Visiting Way.” Guided by first-, second-, and third-person action research, the study employed journaling, arts-based methods, storytelling, and a virtual Talking Circle. This thesis asks: How might I/we advance arts-based reconciliation education to support and enact the Truth and Reconciliation Commission’s Calls to Action in education? This research adopts a distinction-based approach, engaging First Nations, Inuit, and Métis perspectives, foregrounding the unique knowledges, pedagogies, and lived experiences of diverse Indigenous Peoples. The reconciliACTION spiderweb of recommendations, such as a reconciliation readiness framework, may support Indigenous and non-Indigenous communities, educators, and learners working to enact the Calls to Action in education. The research was conducted in accordance with Royal Roads University ethics requirements and the ownership, control, access, and possession (OCAP™) principles (First Nations Information Governance Centre, 2014).","abstract_html":"This study engaged four Indigenous artists and one Indigenous scholar as co-creators through an Indigenous, action-oriented, arts-based methodology grounded in Keeoukaywin, “The Visiting Way.” Guided by first-, second-, and third-person action research, the study employed journaling, arts-based methods, storytelling, and a virtual Talking Circle. This thesis asks: How might I/we advance arts-based reconciliation education to support and enact the Truth and Reconciliation Commission’s Calls to Action in education? This research adopts a distinction-based approach, engaging First Nations, Inuit, and Métis perspectives, foregrounding the unique knowledges, pedagogies, and lived experiences of diverse Indigenous Peoples. The reconciliACTION spiderweb of recommendations, such as a reconciliation readiness framework, may support Indigenous and non-Indigenous communities, educators, and learners working to enact the Calls to Action in education. The research was conducted in accordance with Royal Roads University ethics requirements and the ownership, control, access, and possession (OCAP™) principles (First Nations Information Governance Centre, 2014).","abstract_has_math":false,"creators":["Wiart, Shelley"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Etmanski, Catherine"],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026","date_published":"2026","updated_at":"2026-07-27T20:48:57Z","subjects":["School of leadership studies"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://doi.org/10.25316/IR-20947"],"render_values":[{"text":"https://doi.org/10.25316/IR-20947","href":"https://doi.org/10.25316/IR-20947","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10613/29418","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Etmanski, Catherine"]},{"key":"dc:creator","label":"Author","values":["Wiart, Shelley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-03-30T22:08:25Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-03-30T22:08:25Z"]},{"key":"dc:date.issued","label":"Date","values":["2026"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School of leadership studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10613/29418","https://doi.org/10.25316/IR-20947"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2026"]},{"key":"dc:description.abstract","label":"Abstract","values":["This study engaged four Indigenous artists and one Indigenous scholar as co-creators through an Indigenous, action-oriented, arts-based methodology grounded in Keeoukaywin, “The Visiting Way.” Guided by first-, second-, and third-person action research, the study employed journaling, arts-based methods, storytelling, and a virtual Talking Circle. This thesis asks: How might I/we advance arts-based reconciliation education to support and enact the Truth and Reconciliation Commission’s Calls to Action in education? This research adopts a distinction-based approach, engaging First Nations, Inuit, and Métis perspectives, foregrounding the unique knowledges, pedagogies, and lived experiences of diverse Indigenous Peoples. The reconciliACTION spiderweb of recommendations, such as a reconciliation readiness framework, may support Indigenous and non-Indigenous communities, educators, and learners working to enact the Calls to Action in education. The research was conducted in accordance with Royal Roads University ethics requirements and the ownership, control, access, and possession (OCAP™) principles (First Nations Information Governance Centre, 2014)."]},{"key":"dc:title","label":"Title","values":["An Indigenous Exploration of Arts-Based Reconciliation Education"]}]}],"canonical_facts":{"dc:contributor.advisor":["Etmanski, Catherine"],"dc:creator":["Wiart, Shelley"],"dc:date.accessioned":["2026-03-30T22:08:25Z"],"dc:date.available":["2026-03-30T22:08:25Z"],"dc:date.issued":["2026"],"dc:description":["2026"],"dc:description.abstract":["This study engaged four Indigenous artists and one Indigenous scholar as co-creators through an Indigenous, action-oriented, arts-based methodology grounded in Keeoukaywin, “The Visiting Way.” Guided by first-, second-, and third-person action research, the study employed journaling, arts-based methods, storytelling, and a virtual Talking Circle. This thesis asks: How might I/we advance arts-based reconciliation education to support and enact the Truth and Reconciliation Commission’s Calls to Action in education? This research adopts a distinction-based approach, engaging First Nations, Inuit, and Métis perspectives, foregrounding the unique knowledges, pedagogies, and lived experiences of diverse Indigenous Peoples. The reconciliACTION spiderweb of recommendations, such as a reconciliation readiness framework, may support Indigenous and non-Indigenous communities, educators, and learners working to enact the Calls to Action in education. The research was conducted in accordance with Royal Roads University ethics requirements and the ownership, control, access, and possession (OCAP™) principles (First Nations Information Governance Centre, 2014)."],"dc:identifier.uri":["https://hdl.handle.net/10613/29418","https://doi.org/10.25316/IR-20947"],"dc:language.iso":["en_US"],"dc:subject":["School of leadership studies"],"dc:title":["An Indigenous Exploration of Arts-Based Reconciliation Education"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:48:57Z"}