Abstracts
Abstract
Education for reconciliation is centered on renewing Indigenous-settler relations. In this article, two graduate students share their experiences as they endeavour to take up a praxis for reconciliation. Positioned by their different cultural identities, they join in a duoethnographic conversation, to reflect on their learning and to share their successes, insights, and tensions as they navigate various complexities. Through their reflective process, they ask: What might collective enactment look like and what forms might it take in education? As they journey together, they discuss the need for spaces that promote vulnerability and openness, and the strength of land-based and grassroots learning opportunities.
Keywords:
- reconciliation,
- duoethnography,
- education,
- praxis,
- dialogue,
- journey,
- réconciliation,
- duo-ethnographie,
- éducation,
- pratique,
- dialogue,
- parcours
Résumé
L’éducation ayant pour but la réconciliation vise à renouveler les relations entre Autochtones et pionniers. Dans cet article, deux étudiantes à la maîtrise font part des expériences vécues au sein d’une démarche de réconciliation. Influencées par leur identité culturelle différente, elles participent à une discussion duo-ethnographique pour réfléchir à leurs apprentissages. Elles partagent leurs succès, observations et tensions au long de ce parcours parsemé d’embûches. Au cours de leur processus de réflexion, elles s’interrogent : « À quoi une démarche collective pourrait-elle ressembler et quelles formes pourrait-elle prendre dans le domaine de l’éducation? » En pleine démarche, les étudiantes abordent le besoin de lieux pour promouvoir la vulnérabilité et l’ouverture d’esprit, ainsi que le potentiel des opportunités d’apprentissage plus populaires et sur le terrain.
Mots-clés :
- reconciliation,
- duoethnography,
- education,
- praxis,
- dialogue,
- journey,
- réconciliation,
- duo-ethnographie,
- éducation,
- pratique,
- dialogue,
- parcours
Appendices
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