Conversations About Indigenizing, Decolonizing and Transformative Pedagogical Practices.

In this post-TRC environment, this paper explores how educators are engaging in Indigenizing, decolonizing, or reconciling pedagogical practices in post-secondary institutions that encourage or inhibit transformation. The discussion is based on a research study using talking circles to create a conversation among 34 Indigenous and settler ally educators at the Congress for Humanities and Social Sciences in 2017. We discuss the stories shared by participants within the three themes of responsibility, relationship, and reconstruction. Indigenous and settler ally instructors identify and use opportunities for change in classrooms, despite resistance from some students and administrators. We conclude by discussing the implications of these findings for transformation at student, faculty, and institutional levels. [ABSTRACT FROM AUTHOR]