ABSTRACT

Addressing educational curricula and programs in post-secondary education for Reconciliation brings new opportunities and challenges for geography educators, including decolonizing and indigenizing their own teaching practices and perspectives. A team of geography educators, from vastly different geographies and contexts, explored their understandings and approaches to indigenization and found commonalities aligned with Two-Eyed Seeing, a framework that calls for a weaving of perspectives to hold views of both Indigenous and Western knowledge simultaneously. While originally applied in a teaching context, Two-Eyed Seeing is now recognized as a valuable approach in Indigenous research but remains promising as a means to connect indigenous knowledge and epistemology to geography teaching practice. A review of challenges in indigenization efforts in education indicates that Two-Eyed Seeing can address a number of pedagogical challenges, including reducing binary perspectives, providing a more holistic worldview, and creating a safe space for students. Realizing goals of reconciliation, decolonization, and indigenization requires contributions and efforts from across the geography education community, including from non-Indigenous actors who may not be active in the Indigenous Geographies space. Providing strategies and examples of approaches such as Two-Eyed Seeing is critical to support these educators and ensure the best learning opportunities for their students.

摘要

解决和解专上教育的课程和计划给地理教育者带来了新的机遇和挑战，包括非殖民化和本土化他们自己的教学实践和观点。来自不同地域和背景的地理教育团队探索了他们对本土化的理解和方法，并发现了与Two-Eyed Seeing一致的共同点，Two-Eyed Seeing是一个框架，要求编织观点以同时持有土著和西方知识的观点。虽然“双眼看见”最初是在教学中应用的，但如今已被认为是土著研究中的一种有价值的方法，但仍有望成为将土著知识和认识论与地理教学实践联系起来的一种手段。对教育本土化工作中的挑战进行的回顾表明，“双眼看见”可以解决许多教学挑战，包括减少二元视野，提供更全面的世界观以及为学生提供安全的空间。实现和解，非殖民化和土著化的目标需要整个地理教育界的贡献和努力，包括可能不在土著地理空间活跃的非土著行为者的贡献和努力。提供策略和方法实例（例如“双眼看”）对于支持这些教育者并确保为其学生提供最佳学习机会至关重要。并为学生创造一个安全的空间。实现和解，非殖民化和土著化的目标需要整个地理教育界的贡献和努力，包括可能不在土著地理空间活跃的非土著行为者的贡献和努力。提供策略和方法实例（例如“双眼看”）对于支持这些教育者并确保为其学生提供最佳学习机会至关重要。并为学生创造一个安全的空间。实现和解，非殖民化和土著化的目标需要整个地理教育界的贡献和努力，包括可能不在土著地理空间活跃的非土著行为者的贡献和努力。提供策略和方法实例（例如“双眼看”）对于支持这些教育者并确保为其学生提供最佳学习机会至关重要。