Teacher Identity and Truth and Reconciliation Education Across Institutions

• Author(s) / Creator(s)

  • Madden, Brooke

• SSHRC IDG awarded 2020: The proposed research is envisioned as a two-­year project, involving three occasions for data collection: teacher educator focus groups (6 participants), a series of up to three individual interviews with 6 teacher candidates, and a series of up to four individual interviews and observations with 6 practicing teachers. It has five main objectives. First, we will develop nuanced portraits of the processes and practices of three educator groups involved in truth and reconciliation education (TRE). Second, we will illuminate patterns and distinctions within and across educator groups. Third, we will map the localized TRE landscape across and beyond educational institutions, including points of resonance and divergence between TRE and Indigenous education. Fourth, we will synthesize educators’ recommendations to concurrently support and improve university­, school­, and community­-based TRE. Lastly, we will design approaches for interdisciplinary and place-­based TRE.

• Date created

  2020-02-01

• Subjects / Keywords

  • Insight Development Grant
  • IDG
  • SSHRC
  • Teacher Education
  • Teacher Identity
  • Truth and Reconciliation Education
  • Decolonizing Methodology
  • Indigenous Education
  • Interviews
  • Aboriginal Teacher Education Program
  • Education Curriculum
  • Post­Secondary Education and Research
  • Indigenous Peoples
  • 1831-2020
  • Alberta
  • Western Canada
  • Central Canada
  • North America

• Type of Item

  Research Material

• DOI

  https://doi.org/10.7939/r3-s2hz-0182

• License

  © Madden, Brooke. All rights reserved other than by permission. This document is embargoed to those without UAlberta CCID until 2024.