Abstract

The author suggests that educators’ responses to the Truth and Reconciliation Commission of Canada cannot be reduced or reducible to practice without also considering the theories that are enfolded into reconciliatory initiatives and actions. She is guided by the central questions: How do I understand prevailing constructions of reconciliation in circulation? and How might I theorize a philosophy of truth and reconciliation education that responds to and upholds my de/colonizing commitments? The author develops a de/colonizing theory that includes four interrelated components. They include: (a) the Truth and Reconciliation Commission of Canada’s notion of reconciliation and education for reconciliation, (b) Indigenous land-based traditions for establishing and maintaining respectful relationships, (c) the central role of Indigenous counter-stories in truth and reconciliation education, and (d) critiques of the construction and enactment of reconciliation. Together, these components provide orientations, challenges, and possibilities for consideration when engaging theory building, community involvement, research design, policy development, and practice for truth and reconciliation education.

摘要

作者认为，如果不考虑和解倡议和行动中所包含的理论，就不能减少或减少教育者对加拿大真相与和解委员会的反应。她受到以下核心问题的指导：我如何理解流通中和解的现行结构？以及我如何理论化一种真理哲学和解教育，以回应并坚持我的去/殖民化承诺？作者开发了一种包含四个相互关联的组成部分的去殖民化理论。其中包括：（a）加拿大真相与和解委员会的和解与和解教育概念；（b）建立和维持尊重关系的土著土地传统；（c）事实与事实的土著反故事的中心作用；以及和解教育，以及（d）对和解的构建和颁布的批评。这些组成部分共同提供了方向，挑战以及在进行理论构建，社区参与，研究设计，政策制定以及实务与和解教育实践时需要考虑的可能性。