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Fall 2021

Tkachuk, Tammy Lynn

In the fall of 2016 I began working at a small elementary school in rural Alberta. As both the principal and a teacher in the school, I set about making changes designed to meet the Calls to Action of Canada’s Truth and Reconciliation Commission while also opening up our classrooms to Indigenous

acknowledgement statement had become a part of our public gatherings. They questioned the cross-cultural links I was trying to establish, and the Indigenous knowledge that was being included in instruction. My initial response to the parent community was to cite policies and to point to proposed changes in

curriculum as a justification for the work being done. As further discussions with parents would reveal, something more was needed. Parents needed, and asked for, education about changing Indigenous - Settler relations and the decolonizing and Indigenizing work taking place in our school. Parents wanted to

Fall 2022

Karsgaard, Carrie

In opposition to the Trans Mountain pipeline, overlapping networks of concerned citizens, Indigenous land protectors, and environmental activists have used Instagram to document pipeline construction, policing, and land degradation; teach using infographics; and express solidarity through artwork

visions for Indigenous land protection and an anti-colonial approach to environmental justice emerging from participant publics, holding implications for more formal justice-based climate and environmental education, and opening spaces of possibility – along with the persistent restrictions – in working