ABSTRACT

First piloted in 2017, MacEwan University’s Interdisciplinary Dialogue is a collaborative teaching and learning project that addresses topics relating to social justice across disciplines. In 2019, in collaboration with kihêw waciston Indigenous Centre, the Dialogue expanded its intercultural learning through a partnership with University nuhelot’įne thaiyots’į nistameyimâkanak Blue Quills and explored truth and reconciliation through a focus on Indigenous research. Building on Willie Ermine’s concept of ‘ethical spaces’, this article highlights how ethical learning spaces were created through Indigenous-led educational forums followed by an online student Interdisciplinary Dialogue. The Dialogue positioned students to explore histories of colonial relationships and their attendant harmful research practices; and to centre Indigenous knowledges and methodologies as foundational to Indigenous research. Students questioned oppressions in western pedagogy, and they envisioned a pedagogy of mutual respect for Indigenous and non-Indigenous ways of knowing. This article focuses on the online discussions conducted by students in the 2019 Dialogue. It shows how students understood that they were participants in disrupting colonial discourse in academia, reframing education for reconciliation, and expanding the construction of ‘ethical spaces’ across the University and beyond.

摘要

麦克尤恩大学的跨学科对话于 2017 年首次试行，是一个协作教学项目，旨在解决与跨学科社会正义相关的主题。2019 年，对话与 kihêw waciston 土著中心合作，通过与 nuhelot'įne thaiyots'į nistameyimâkanak Blue Quills 大学的合作扩大了其跨文化学习，并通过专注于土著研究来探索真相与和解。本文以 Willie Ermine 的“道德空间”概念为基础，重点介绍了如何通过土著主导的教育论坛和在线学生跨学科对话创建道德学习空间。对话让学生探索殖民关系的历史及其伴随的有害研究实践；并将土著知识和方法作为土著研究的基础。学生质疑西方教学法中的压迫，他们设想了一种相互尊重土著和非土著认识方式的教学法。本文重点介绍学生在2019年对话中进行的在线讨论。它展示了学生如何理解他们是在学术界扰乱殖民话语、重新构建和解教育以及在大学内外扩大“道德空间”建设的参与者。本文重点介绍学生在2019年对话中进行的在线讨论。它展示了学生如何理解他们是在学术界扰乱殖民话语、重新构建和解教育以及在大学内外扩大“道德空间”建设的参与者。本文重点介绍学生在2019年对话中进行的在线讨论。它展示了学生如何理解他们是在学术界扰乱殖民话语、重新构建和解教育以及在大学内外扩大“道德空间”建设的参与者。