Articles » Scholarly, peer reviewed
Author/Creator
Laura-Lee Kearns
Joanne Tompkins
Lisa Lunney Borden
McGill Journal of Education, vol. 53, no. 2, Spring, 2018, pp. 233-253
Description
Study traces the learning experiences of primarily non-Indigenous educators who created an Indigenous-focused Master of Education program to challenge the legacy of colonization in schools and who have worked to decolonize their practice through their participation in a graduate studies; asserts that decolonizing education means valuing Indigenous people, languages, and land, and building inter-cultural understanding.