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Drawing on Roger Simon’s scholarship and Levinasian ethics, it examines how rigorous reading practices can generate non-naïve hope and shape public pedagogy. 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My theorization of the course curriculum and pedagogy draws on key texts by RogerSimon as a means of proposing pedagogical strategies that teacher educatorsand teachers in Canada might bring to their classrooms as we take up the invitation of the Truth and Reconciliation Commission to engage the broader Canadian society in the task of publicly witnessing and commemorating the testimonies of First Nations, Inuit and Métis (FNIM) residential school survivors.  \nIn such community, we may yet find a way to be answerable to the gift we encounter in reading Levinas. (Simon, 2003, p. 58)  \nThroughout his career Roger Simon grappled with core questions concerning the relationship of education to social change1. From the possibilities and logocentric constraints of critical pedagogy,2 he increasingly focused on how education proposes to intervene in the affective structuring of subjectivity with the agenda of changing political structures3. Of particular interest to his later work are the affective dynamics of learning that might be sparked by rigorous reading practices of testamentary texts within communities forged through remembrance‐based pedagogies. It is in such reading practices that he locates the ethical impulse to thought that constitutes a non‐naïve hope.  \nAmongst the range of memory projects Roger examined, I have been deeply influenced by his teaching, writings, and conversations on the task of public pedagogy in relation to the mandate of Canada’s Truth and Reconciliation Commission (TRC) on Indian Residential Schools (IRS). The trajectory of my own teaching has reflected an increasing focus on the question of how we, who locate our work within colonial nation‐building institutions of schooling, might take up our difficult colonial inheritance. I am fortunate to be able to pursue these concerns in the unique context of my university: a small, liberal arts‐focused, concurrent teacher education program that allows for sustained, intimate classroom conversations and reflects my department’s growing commitment to honour the ACDE (Association of Canadian Deans of Education) Accord on Indigenous Education (2009) .  \nThis paper is informed by a larger project of becoming answerable to the gift I have encountered in the testimonies and teachings of Indigenous educators4 and survivors who have generously shared their insights into inter‐generational trauma, healing, resistance, and truth‐telling in the face of ongoing colonization including the legacies of residential schools. In this article, I contextualize and outline my use of testimonial literature, including orature, by residential school survivors in a preservice course focused on building practices of witness‐  \nTaylor, 2014 Canadian Social Studies, Volume 47, No. 2  \nas‐study (Simon & Eppert, 2005) . These practices are framed within an understanding of schooling as both a state institution and a heterogeneous, intergenerational community with ongoing ethical implications and obligations. My theorization of the course curriculum and pedagogy draws on key texts by Roger Simon (2000, 2003, 2005, 2011, 2013) as a means of proposing concrete strategies that teacher educators and teachers in Canada might bring to their classrooms as we take up the invitation ofthe TRC to engage the broader Canadian society in the task of publicly witnessing and commemorating the testimonies of First Nations, Inuit and Métis (F","cbCaivp6VkA48mfT","https://ap.wps.com/l/cbCaivp6VkA48mfT","pdf",231828,17,"English","# Abstract\n## Contexts of Reception and the Task of Pedagogy\n## Practices of Witness as Study","[{\"question\":\"What is the course focus in the article?\",\"answer\":\"It centers on building practices of witness as study, using residential school survivor testimonial literature, including orature, to support preservice teachers’ learning and ethical engagement.\"},{\"question\":\"Which scholars and ethical frameworks does the article draw on?\",\"answer\":\"The article relies on key texts by Roger Simon to develop pedagogical strategies, and it invokes Levinas in discussing answerability to the gift encountered in reading.\"},{\"question\":\"How does the article relate its pedagogy to Canada’s Truth and Reconciliation Commission?\",\"answer\":\"It positions the work as part of the TRC invitation to publicly witness and commemorate First Nations, Inuit, and Métis residential school survivor testimonies, emphasizing intergenerational healing and public pedagogy beyond FNIM communities.\"}]","Inheritance as Intimate, Implicated Publics: Building Practices of Remembrance with Future Teachers in Response to Residential School Survivor Testimonial Media and Literature | PDF",1792085405,43]