[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595620-105":3,"doc-detail-595620-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","digital-narratives-as-a-means-of-shifting-settler-teacher-horizons-toward-reconciliation","Digital Narratives as a Means of Shifting Settler-Teacher Horizons toward Reconciliation","","The Truth and Reconciliation Commission’s 2015 Calls to Action, specifically Education for Reconciliation (pp. 7, #62–63), requires Indigenous knowledge and teaching methods to be integrated into curricula and calls for improved teacher preparation. Yet settler-teachers are not prepared to carry out this responsibility or to teach Indigenous students effectively. The article presents a dual-purpose project using iMovie digital narratives to enable Indigenous learners to share land-based dog sledding experiences and to provide settler-teacher candidates with relationship-building experience in an indigenized educational setting.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/digital-narratives-as-a-means-of-shifting-settler-teacher-horizons-toward-reconciliation/595620/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/digital-narratives-as-a-means-of-shifting-settler-teacher-horizons-toward-reconciliation/595620.png","ImageObject",300,407,{"name":42,"@type":43},"Well Done","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the TRC Calls to Action require regarding education?","Question",{"text":63,"@type":64},"It calls for integrating Indigenous knowledge and teaching methods into curricula and improving teacher preparation to deliver Indigenous content.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the article focus on settler-teacher candidates?",{"text":68,"@type":64},"Most settler-teachers have limited knowledge of Indigenous history, relations, treaties, rights, and current community issues, leaving them inadequately prepared for teaching in reconciliation-oriented ways.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the project use digital narratives to support reconciliation?",{"text":72,"@type":64},"Indigenous students are supported to represent their land-based dog sledding experiences through iMovie, while settler-teacher candidates gain direct relationship-building experience in an indigenized educational context.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595620,1792191695,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061",8,"Digital Narratives as a Means of Shifting Settler-Teacher Horizons toward Reconciliation  \nAlexandra Bissell Lakehead University  \nLisa Korteweg Lakehead University  \nAbstract  \nThe Truth and Reconciliation Commission’s Calls to Action report (2015), in the section“Education for Reconciliation”(p. 7, \\#62–63), calls for the integration of Indigenous knowledge and teaching methods into the curriculum and for better preparation of teachers to deliver Indigenous content. Settler-teachers, however, have not been adequately prepared for this mission, nor are they well-prepared to teach Indigenous students. This article discusses a project of dual purpose in support of reconciliation: to give Indigenous students the opportunity to represent their Land-based dogsledding experiences asiMovie digital narratives and to give settler-teacher candidates direct experience for relationship-building in an indigenized context of education. Drawing upon theories of settler-colonialism, decolonization, and reconciliation in education, the article illustrates the imperative of immersing settler-teachers into contexts where Indigenous students  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:3 (2016)©2016 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nself-representing their identities and Indigenous knowledge are at the centre of the curriculum.  \nKeywords: Indigenous education, digital storytelling, education-for-reconciliation, preservice teacher education, settler-colonialism  \nRésumé  \nLe rapport Appel à l’action (2015) de la Commission de vérité et réconciliation, dans la section « L’éducation pour la réconciliation”(p. 9, nos 62-63) demande l’intégration des connaissances et des méthodes d’enseignement autochtones dans les salles de classe etune meilleure formation des enseignants sur la façon d’intégrer du contenu autochtone. Les enseignants qui sont des descendants de colons de peuplement ne sont toutefois pas préparés adéquatement pour cette mission ni pour enseigner à des élèves autochtones. Cet article discute d’un projet qui poursuit deux objectifs dans le cadre de la réconciliation : donner à des élèves autochtones la chance de présenter leur vécu par rapport au traîneau à chiens grâce au logiciel iMovie et offrir à des candidats à l’enseignement non autochtones l’occasion d’établir des liens dans un contexte éducatif autochtone. S’inspirantdes théories du colonialisme de peuplement, de la décolonisation et de la réconciliation, l’article illustre l’impérieuse nécessité d’immerger les enseignants descendants de colons de peuplement dans des contextes où des élèves autochtones représentant leurs identitéset leurs connaissances autochtones occupent la place centrale dans le programme.  \nMots-clés : éducation autochtone, récits sous format numérique, éducation pour la réconciliation, la formation à l’enseignement, colonialisme de peuplement  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:3 (2016) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nWithin Canadian education systems, Indigenous 1 students and their families are regularly silenced, marginalized, or failed by institutions that reproduce settler–colonial relations2 through Eurocentric curriculum, texts, and teaching methods (Battiste, 2013; Canadian Council on Learning, 2009; Richards & Scott, 2009) . Most non-Indigenous settler-teachers have very limited knowledge of the history of Indigenous–non-Indigenous relations, treaty and traditional rights, Indigenous knowledge, and current issues impacting Indigenous communities (Godlewska, Moore, & Bednasek, 2010), especially Land-based and resource extraction issues (Korteweg & Russell, 2012) . This entrenched ignorance of First Nation, Métis, and Inuit (FNMI) peoples in mainstream settler education is a critical issue that the Truth and Reconciliation Commission of Canada (TRC) highlighted in its Calls to Acti","cbCaig3mcvaNiMUO","https://ap.wps.com/l/cbCaig3mcvaNiMUO","pdf",406426,25,"English","# Introduction\n## Background: settler-colonial ignorance and cultivated ignorance\n## TRC Calls to Action and teacher preparation\n## Rationale for indigenized curriculum and relationship-building","[{\"question\":\"What does the TRC Calls to Action require regarding education?\",\"answer\":\"It calls for integrating Indigenous knowledge and teaching methods into curricula and improving teacher preparation to deliver Indigenous content.\"},{\"question\":\"Why does the article focus on settler-teacher candidates?\",\"answer\":\"Most settler-teachers have limited knowledge of Indigenous history, relations, treaties, rights, and current community issues, leaving them inadequately prepared for teaching in reconciliation-oriented ways.\"},{\"question\":\"How does the project use digital narratives to support reconciliation?\",\"answer\":\"Indigenous students are supported to represent their land-based dog sledding experiences through iMovie, while settler-teacher candidates gain direct relationship-building experience in an indigenized educational context.\"}]","Digital Narratives as a Means of Shifting Settler-Teacher Horizons toward Reconciliation | PDF",1792081494,63,{"code":4,"msg":82,"data":100},[101,105,109,113,118,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]