Résumés
Abstract
This paper focuses on how I have been attending to the TRC’s calls to action within science teacher education. It draws on personal experiences, my dissertation, Canadian policy regarding Indigenous education, and academic literature to explore what the calls ask of teacher educators. Throughout, I consider how Indigenous and Western ways of knowing, being, and doing might circulate together in specific places, and the role that Land and the natural world might play in reconciliation via science teacher education. Ultimately, the paper offers a still-in-process glimpse into how I have found a place at home to begin engaging with the Calls to Action of the TRC in science teacher education.
Keywords:
- Indigenous ways of knowing,
- being,
- and doing,
- science education,
- teacher education,
- Truth and Reconciliation,
- principes autochtones de savoir,
- d’être,
- de faire,
- enseignement des sciences,
- formation des enseignants,
- Vérité et réconciliation
Résumé
Cet article porte sur la façon dont j’ai répondu aux appels à l’action formulés par la CVR dans le cadre d’un cours en enseignement des sciences. J’y explore ce que les appels impliquent pour ceux qui forment les enseignants en me basant sur des expériences personnelles, ma thèse, les politiques canadiennes relatives à l’éducation des autochtones et la littérature universitaire. Au sein de cet article, j’examine de quelle manière les principes autochtones et occidentaux d’être et de faire doivent cohabiter à certains moments. J’étudie aussi le rôle que la Terre et le monde naturel doivent jouer au sein du processus de réconciliation, dans le cadre d’un cours en enseignement des sciences. Finalement, cet article présente un aperçu — encore en développement — de la manière dont j’ai trouvé dans un cours en enseignement des sciences un lieu pour commencer à répondre aux appels à l’action formulés par la CVR.
Parties annexes
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