Niinwi-Kiinwa-Kiinwi - Building Non-Indigenous Allies in Education through Indigenous Pedagogy

Oct 15, 2026

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Examines Canada’s Truth and Reconciliation Commission Calls to Action through the lens of conscious ally-building in teacher education. Guided by Anishinaabemowin, the Medicine Wheel, and the Seven Grandfather Teachings, it reframes reconciliation from “we but not you” toward shared responsibility and relational togetherness. Concludes that reconciliatory education is achieved through respect and love, paired with steadfast commitments to honor Indigeneity, speak truth, and build wisdom in educational practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

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Positionality and Experience

Niinwi-Kiinwa-Kiinwi: Building Non-Indigenous Allies in Education through Indigenous Pedagogy Lindsay Morcom Queen’s University Kate Freeman Queen’s University Abstract In this article, we examine the Calls to Action of the Truth and Reconciliation Commission (TRC) of Canada (TRC, 2015a) in light of their implications for conscious ally-building in teacher education. Guided by the Anishinaabemowin language, the Medicine Wheel, and the Seven Grandfather Teachings, we ask what we can do to move from niinwi,“we but not you,” and kiinwa,“you all but not us,” to kiinwi,“you and us (together) .” We arrive at the conclusion that reconciliatory education can be accomplished through respect and love, alongside an unyielding commitment to honouring Indigeneity, speaking truth, and building wisdom. Canadian Journal of Education / Revue canadienne de l’éducation 41:3 (2018)©2018 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation [www.cje-rce.ca](www.cje-rce.ca) Keywords: reconciliation, ally-building, teacher education, Aboriginal education, Medicine Wheel, Seven Grandfather Teachings, anti-racism, decolonization, Indigenous education Résumé Dans cet article, nous examinons les Appels à l’Action de la Commission de Vérité et Réconciliation (CVR) du Canada (2015a) au vu de leurs implications pour la construction consciente d’alliés dans la formation des enseignant(e)s. Guidées par la langue Anishinaabemowin, la Roue Médicinale, et les Enseignements des Sept Grand-Pères, nous demandons ce que nous pouvons faire pour passer de niinwi « nous mais pas vous », et kiinwa « vous mais pas nous », à kiinwi « vous et nous (ensemble) » . Nous arrivons à la conclu sion qu’on peut accomplir l’éducation réconciliatrice par le respect et l’amour, ainsi qu’un engagement inébranlabable à honorer l’indigénéité, à dire la vérité, et à édifier lasagesse. Mots-clés : réconciliation, construction d’alliés, formation à l’enseignement, éducation autochtone, Roue Médicinale, Enseignements des Sept Grand-Pères, antiracisme, décolonisation Canadian Journal of Education / Revue canadienne de l’éducation 41:3 (2018) [www.cje-rce.ca](www.cje-rce.ca) Introduction This is an exciting and important time to be engaged in Indigenous teacher education in Canada. The work of the Truth and Reconciliation Commission (TRC) has brought attention to our field, and many of our institutions are placing an emphasis on Indigenous education and reconciliation to a degree that has never been seen before. However, the great opportunity this yields also brings great responsibility. Most notably, as Senator Murray Sinclair, chair ofthe TRC, stated,“Reconciliation is not an Aboriginal problem, it is a Canadian problem. It involves all of us”(Canadian Broadcasting Corporation [CBC], 2015) . However, the concept of reconciliation, and its societal implications if enacted, may not be fully understood by all Canadians; for some, reconciliation may become about assuaging settler guilt, or about engaging in projects or financial investments in an attempt to “save” Indigenous peoples from current socio-economic and cultural realities. This is reconciliation that is led by the colonizer. When approached in this way, reconciliation is an artificial concept because it only scratches the surface of the deep-seated historical and current inequalities that affect our society. The problem with this approach is compounded by the fact that in this framework, we continue to perceive reconciliation from a Western, Eurocentric perspective without delving into what Indigenous teachings tell us about ethical interactions with one another. Thus, attempts at reconciliation can continue to marginalize Indigenous peoples even in a process that is meant to emancipate them. True reconciliation requires us to engage Indigenous philosophies on ethical intercultural interactions, and strive to create meaningful, deep societal change where Indigenous an

FAQs

How does the article connect TRC Calls to Action to teacher education?

It considers the TRC Calls to Action for their implications in conscious ally-building within teacher education, focusing on how educator preparation can support reconciliation.

What guidance does the article use to frame ally-building?

It is guided by Anishinaabemowin language, the Medicine Wheel, and the Seven Grandfather Teachings.

What does the article claim is required for true reconciliation?

True reconciliation requires engaging Indigenous philosophies for ethical intercultural interactions and pursuing meaningful societal change that treats Indigenous and Western perspectives with equal consideration.

Oct 15, 2026

Uploaded by Fans