Cultural and Pedagogical Inquiry (Journal)
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Holding onto Home: A Historical Narrative of the Metis in Alberta
No full textThis article pulls a thick thread around the story of a Metis man who lived his life on disputed territory in Northern Alberta; the thread exteds to bring forward historical events impacting the lives of all Alberta Metis during the early 1900s and into the present. Negative attitudes towards Metis people in the 1930s are described briefly, and shown as being foundational for ensuing documents, actions, and agreements between governments and Metis. The article urges public understanding of Metis histories, experiences, and contributions based on Metis perspectives, rather than reliance upon misinformed/uninformed interpretations. Strained connections between Metis values and government policies undergird a narrative of constant, historical tensions impacting Metis lives. The story of enforced removal of Metis people from their homes provides a metaphoric context that extends the life and being of the Metis man who refused to leave his homeland, shattering government claims of Metis people\u27s limited capacity for self-government. The article calls for deep acknowledgement of Metis stories and experiences as the primary forces holding Metis people together in survival against on-going government supported oppression and dependency.
Conversation of Images: Navigating Truth and Reconciliation Through the Arts and Education
No full textThis article delves into some of the core tenets, aspirations, and objectives of the Truth and Reconciliation Commission (TRC), emphasizing its significance within the educational realm. Exploring the pedagogical inquiry implications for teachers and teacher educators, it exemplifies a teacher’s transformative journey towards embracing and embodying TRC principles. The narrative underscores the potential of arts in exploring TRC’s themes and highlights the pivotal role of education in fostering an understanding of reconciliation.
This case study features a partnership between a high school teacher and an Indigenous artist. They collaborate to inspire youth and embrace community engagement alongside various local and Indigenous artists, knowledge keepers, activists, and other community members. The study showcases the impacts of arts in facilitating meaningful conversations on Truth and Reconciliation. This example underscores one teacher’s cultural and pedagogical inquiry and its importance on reimagining education as a platform for collaboration, community engagement, and social justice learning
Voices of the Forcibly Displaced: Transition, Resettlement and Education
No full textCall for Submissions for the Summer 2025 (Volume 17, No. 1) Special Issue of Cultural and Pedagogical Inquiry entitled Voices of the Forcibly Displaced: Transition, Resettlement and Education with Guest Co-Editors Marcela S. Duran, Jan Stewart, Don Dippo, Mohamed Duale and Cecille DePass
Poetic Processing for the Spirit: Remembering and Reliving Indigenous Education
No full textThis collection of critical poetic responses depicts the personal journey of a Metis woman growing up and through Canadian public schooling. The poetic analyses of my life experiences rush out through torrents of emotion and thought. Where I stood, at the confluence of energies created by the interactions of non-Indigenous teachers and Indigenous learners, within a socially-contrived context of compulsory schooling, such outpouring was a logical response
Teaching First Nations Children in a Public School: Rude Awakenings of a Black Ghost
No full textThis essay shares some episodes of rude awakenings and epiphanies that I experienced during my time teaching English to First Nations children, in Lytton, BC. In the essay, I map the contexts for my rude awakenings and epiphanies, and explain my miseducation in the British colony of Jamaica in the 1950s and early 1960s. As importantly, I show how my post-secondary education followed the same “civilizing mission” at The University of British Columbia. Finally, I pay tribute to three First Nations colleagues, whose innovative, research method of storytelling and life writing, influenced the topic and research methods I subsequently adopted in my doctoral dissertation (2005)
Love, Joy, Peace, and Light
No full textThe following video depicts the author’s movements from silence into utterance. It narrates a French, nehiyaw ᓀᐦᐃᔭ âpihtawikosisân and Denesuliné Dinjii Zhuh, Scottish, British educator’s journeys through ancestral pathways into contemporary well-being. As importantly, the video illustrates:
- The disjuncture of rhythmic cadence vacillating within liminal spaces. It is compelled and guided along ancestral pathways from darkness into light.- A synchronicity of rites of passage.- Inhalation and exhalation of breath.- Blood memory awakens drum song singing ancestors into being.
Moreover, the video is a celebration of First Peoples of Turtle Island honouring the gift of life embodied encircled together. ᐊᐧᓂᐢᑲ waniska
Stolen Kainai Children: Stories of Survival (Exhibit Video)
No full text“Stolen Kainai Children: Stories of Survival” is an exhibition curated by Apooyak\u27ii / Dr. Tiffany Hind Bull – Prete, a member of the Kainai (Blood Tribe) and an Assistant Professor at the University of Lethbridge, Canada. The exhibit sheds light on the colonial school system’s impact on Indigenous communities, focusing on the experiences of the Niitsitapi (Blackfoot People). Through meticulous research and collaboration with Elders, Dr. Prete presents a comprehensive view of the educational policies that sought to assimilate Indigenous children. The exhibition aligns with the Truth and Reconciliation Commission of Canada’s Calls to Action, offering a platform for Survivors to share their stories and reclaim their identities. Visitors will explore various colonial school models, including day schools and residential schools, gaining insight into the resilience and resistance of Indigenous Peoples. This immersive experience invites attendees to engage with history, honor Survivors’ legacies, and contribute to the path of reconciliation
Reviving Indigenous Wisdom: A Comparative Analysis of Maya and Native American Education in Guatemala and North America
No full textThis article examines the enduring colonial legacies in the education systems of Guatemala and North America (the United States and Canada), by focusing on how these systems have historically marginalized Indigenous cultures. This article highlights ways in which colonial educational structures maintain power imbalances and often neglect or minimize Indigenous knowledge and perspectives. The work then delves into the concept of resistance, focusing on the transformative potential of decolonization and the pivotal movements spearheaded by Indigenous communities. It outlines a call for educators to prioritize mutual respect and reciprocity in pedagogy. By exploring key concepts in Indigenous cultures, the paper concludes by suggesting the need for organizational structures in higher education which include First Nations principles, because of their potential to foster inclusive, collaborative, and equitable learning environments
Stolen Kainai Children: A Companion to the Exhibit
No full textThis article explores one example of the Truth and Reconciliation Commission (TRC) of Canada’s, Calls to Action #69, being implemented through the work of the Galt Museum & Archives with a Blackfoot researcher within the Treaty 7 area in Southern Alberta. Call to Action #69 recommends that museums and archives allocate more resources and develop programs which allow Indigenous Peoples’ “inalienable right to know the truth about what happened and why…in the residential schools.” In many instances, the educational policy underpinning Indian residential schools (IRS) was never explained to the schools’ Survivors or their families. The author created a travelling exhibit to rectify the gap in knowledge, whereby Survivors, Intergenerational Survivors, and interested Canadian citizens can learn about the educational policy that drove Canada’s assimilation efforts for over a century and a half. This article is meant to be a companion piece to contextualize and explain the exhibit entitled: “Stolen Kainai Children: Stories of Survival.
Contributor Biographies
No full textBiographies of authors contributing to the Volume 15, Number 2 Issue of Cultural and Pedagogical Inquiry: Spirit Heart and Reconciliation