Troubling Truth and Reconciliation in Canadian Education: Critical Perspectives

Troubling Truth and Reconciliation in Canadian Education offers a series of critical perspectives concerning reconciliation and reconciliatory efforts between Canadian and Indigenous peoples. Indigenous and non-Indigenous scholars address both theoretical and practical aspects of troubling reconciliation in education across various contexts with significant diversity of thought, approach, and socio-political location. Throughout, the work challenges mainstream reconciliation discourses. This timely, unflinching analysis will be invaluable to scholars and students of Indigenous studies, sociology, and education. Foreword by Jan Hare.

Contributors: Daniela Bascuñán, Jennifer Brant, Liza Brechbill, Shawna Carroll, Frank Deer, George J. Sefa Dei (Nana Adusei Sefa Tweneboah), Lucy El-Sherif, Rachel yacaaʔał George, Ruth Green, Celia Haig-Brown, Arlo Kempf, Jeannie Kerr, David Newhouse, Amy Parent, Michelle Pidgeon, Robin Quantick, Jean-Paul Restoule, Toby Rollo, Mark Sinke, Sandra D. Styres, Lynne Wiltse, Dawn Zinga
• This book offers a series of critical perspectives concerning reconciliation and reconciliatory efforts between Canadian and Indigenous peoples in the field of education.
• The contributors―Indigenous and non-Indigenous scholars―fill a gap, responding to a scarcity of work in education in Canada on reconciliation.
• Throughout, the work challenges mainstream reconciliation discourses.
• Contributors address both theoretical and practical aspects of troubling reconciliation in education across various contexts with significant diversity of thought, approach, and socio-political location.
• The foreword is by Jan Hare, Professor of Education at UBC. She is an Anishinaabe scholar and educator from the M’Chigeeng First Nation, located in northern Ontario.
• Contributors are from BC, Alberta, Manitoba, Ontario, Quebec, and Japan.