An Indigenous Exploration of Arts-Based Reconciliation Education

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).

Author dc:creator

• Wiart, Shelley

Advisor dc:contributor.advisor

• Etmanski, Catherine

• School of leadership studies

Language dc:language.iso

en_US

Identifier URI

https://doi.org/10.25316/IR-20947

OAI identifier oai:identifier

oai:null:10613/29418