Résumés
Abstract
This paper reflects on the process of developing an undergraduate social work course curriculum that sought to re-imagine a traditionally Eurocentric format into a blended Indigenized learning experience. Two researchers came together in partnership to determine if students would have a richer learning experience if Indigenous Ways of Knowing (IWK) was included in the delivery of a standard social work curriculum. Much like the alliance model of the “Kanien’kehaka Kaswenta (Two Row Wampum)” (Sinclair et al., 2009, p. 237), this curriculum development sought to respectfully integrate IWK and Western knowledge in order to provide an alternative, inclusive educational experience for students. Students provided qualitative reflections on the course that embodied Indigenous values such as relationality, reciprocity, responsibility, and respect. This paper is a reflection and in-depth analysis of the driving forces, inspiration, and process the Indigenous author went through to re-imagine a transformative, decolonized educational experiences for students.
Keywords:
- Indigenous pedagogy,
- Nanadagikenim (‘Seek to Know’),
- Indigenous Ways of Knowing,
- curriculum development,
- decolonizing
Parties annexes
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