ABSTRACT

This paper reports on an auto ethnographic examination of my identity, my positionality, and my role in reconciliation with Indigenous peoples in Canada and to decolonising and indigenising the academy through my research and teaching practices. It is an individual response to the Truth and Reconciliation Commission of Canada (TRC) calls to Action. I weave in personal narratives, theory, and poetry to engage with deep reflection on my lived experiences and the historical and social contexts that have influenced the construction of my identity and educational praxis. I examine these experiences within the context of colonisation, moving from historical to current perspectives and its specific implications within the Canadian context. Intersectionality and Indigenous theories and perspectives guide this examination. The aim is to further my understanding of Indigenous issues and to prepare myself to be an active and effective agent in the process of reconciliation with Indigenous peoples. The insights I have gained and share in this paper may inspire other educators to initiate their own journeys.

摘要

这篇论文报告了对我的身份、我的地位以及我在与加拿大土著人民和解以及通过我的研究和教学实践对学院进行非殖民化和本土化方面的作用的自动人种学检查。这是对加拿大真相与和解委员会 (TRC) 行动呼吁的个人回应。我融入个人叙事、理论和诗歌，深入反思我的生活经历以及影响我身份和教育实践构建的历史和社会背景。我在殖民化的背景下研究这些经历，从历史视角转向当前视角及其在加拿大背景下的具体含义。交叉性和土著理论和观点指导这项检查。目的是加深我对土著问题的理解，并使自己做好准备，成为与土著人民和解过程中积极有效的代理人。我在本文中获得和分享的见解可能会激励其他教育工作者开始他们自己的旅程。