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The article draws on scholarship addressing reconciliation and extends the global conversation through a praxis-based educational approach. A model presents entry points: listening and learning from Indigenous peoples, walking with them, and working with them. Review of the program “Indigenous education: A call to action” frames reconciliation as accessible through listening, learning, and taking action.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-reconciliatory-pedagogy-and-its-possibilities-through-educator-led-praxis-article-8/596025/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-reconciliatory-pedagogy-and-its-possibilities-through-educator-led-praxis-article-8/596025.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What educational initiative does the article describe for reconciliation?","Question",{"text":112,"@type":113},"In 2016, educators created a one-year graduate pathway program designed to set students on paths toward reconciliation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What model of reconciliation entry points does the article propose?",{"text":117,"@type":113},"It identifies three entry points: listening and learning from Indigenous peoples; walking with and learning from Indigenous peoples; and working with and learning from Indigenous peoples.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article argue reconciliation becomes accessible?",{"text":121,"@type":113},"Reconciliation is framed as accessible to those willing to listen and learn and, most importantly, take action—reflected through lessons from the “Indigenous education: A call to action” program.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596025,1792120187,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 10 | Issue 3 | Article 8 |\n| --- | --- |\n| Winter 12-31-2019\u003Cbr>Exploring Reconciliatory Pedagogy and Its Possibilities through Educator-led Praxis\u003Cbr>Yvonne Poitras Pratt\u003Cbr>University of Calgary, yppratt@ucalgary.ca Patricia J. Danyluk\u003Cbr>University of Calgary, patricia.danyluk@ucalgary.ca\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2019.3.9479](https://doi.org/10.5206/cjsotl-rcacea.2019.3.9479) |  |\n\nRecommended Citation  \nPoitras Pratt, Y., & Danyluk, P. J. (2019) . Exploring reconciliatory pedagogy and its possibilities through educator-led praxis. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). [https://doi.org/10.5206/cjsotl-rcacea.2019.3.9479](https://doi.org/10.5206/cjsotl-rcacea.2019.3.9479)  \nExploring Reconciliatory Pedagogy and Its Possibilities through Educator-led Praxis  \nAbstract  \nIn the spirit of taking an action-based response to the Truth and Reconciliation Commission’s (2015) Calls to Action and principles, a group of educators came together in 2016 to create a one-year graduate pathway program that sets students on paths toward reconciliation. By examining the contributions of international and national scholars who explore topics of reconciliation, we extend this global discussion with insights gained from our praxis-based approach in education. Inspired by Chung (2016), we present a model which identifies a set of entry points into the work of reconciliation: listening and learning from Indigenous peoples; walking with and learning from Indigenous peoples; and, working with and learning from Indigenous peoples. By examining what we have learned through our program “Indigenous education: A call to action,” our model posits that reconciliation is accessible to those who are willing to listen and learn, and, most importantly, take action.  \nDans l’esprit de donner une réponse concrète aux appels à l’action et aux principes de la Commission de vérité et réconciliation (2015), un groupe d’éducateurs s’est réuni en 2016 pour créer un programme d’un an pour les diplômés qui met les étudiants sur la voie de la réconciliation. En examinant les contributions de spécialistes internationaux et nationaux qui explorent des thèmes dela réconciliation, nous élargissons cette discussion globale avec des informations tirées de notre approche de l'éducation fondée sur la praxis. Inspiré de Chung (2016), nous présentons un modèle qui identifie un ensemble de points d'entrée dans le travail de réconciliation: écoute et apprentissage des peuples autochtones; marcher avec les peuples autochtones et apprendre d'eux; et travailler avec et apprendre des peuples autochtones. En examinant ce que nous avons appris dans le cadre de notre programme « Éducation autochtone: un appel à l’action », notre modèle postule que la réconciliation est accessible à ceux qui sont disposés à écouter et à apprendre et, surtout, à passer à l’action.  \nKeywords  \nreconciliatory pedagogy, Indigenous education, social justice, reconciliation, praxis; pédagogie deréconciliation, Éducation autochtone, justice sociale, réconciliation, praxis  \nCover Page Footnote  \nThis project was funded through a Teaching Scholars' (2016-19) grant from the Vice-Provost Office, Taylor Institute of Teaching & Learning at the University of Calgary.  \nThis Other submission/autre proposition is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotl-rcacea.2019.3.9479](https://doi.org/10.5206/cjsotl-rcacea.2019.3.9479)  \nSharing our Stories: First Steps Towards Reconciliation  \nPatricia: I grew up in northern Manitoba surrounded by reserves and Métis communities. I attended school with and lived among Indigenous peoples, believing this was the experience of many Canadians. When I left to attend university in a larger ","cbCaimdgdGnmxVWL","https://ap.wps.com/l/cbCaimdgdGnmxVWL","pdf",461774,18,"English","# Abstract\n## Reconciliatory pedagogy and reconciliation entry points\n## Program reflection and action orientation","[{\"question\":\"What educational initiative does the article describe for reconciliation?\",\"answer\":\"In 2016, educators created a one-year graduate pathway program designed to set students on paths toward reconciliation.\"},{\"question\":\"What model of reconciliation entry points does the article propose?\",\"answer\":\"It identifies three entry points: listening and learning from Indigenous peoples; walking with and learning from Indigenous peoples; and working with and learning from Indigenous peoples.\"},{\"question\":\"How does the article argue reconciliation becomes accessible?\",\"answer\":\"Reconciliation is framed as accessible to those willing to listen and learn and, most importantly, take action—reflected through lessons from the “Indigenous education: A call to action” program.\"}]","Exploring Reconciliatory Pedagogy and Its Possibilities through Educator-led Praxis - Article 8 | PDF",1792082297,45]