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The effect of a community of teachers doing the unsettling work of Treaty Education in rural Saskatchewan classrooms

#306

Michael Graham Raquel Okerkirsch

Summary:

Treaty Education has been mandatory for K-12 students in Saskatchewan for over a decade, yet many teachers still struggle with how to best implement it in their classrooms.

This action research project will investigate the impact of developing a community of rural educators to take up the deep work of Treaty Education, focusing on unpacking our identities in relation to Treaty, learning the Treaty stories of our communities, and reflecting on our Treaty responsibilities. This will include deepening our understandings of settler colonialism and the harm embedded in settlers’ historical and contemporary relationship with Indigenous peoples.

Participants will read and discuss works by Indigenous authors, participate in ceremony, learn from Elders and Knowledge Keepers, critique curriculum, disrupt dominant narratives of Canadian history, and go on Treaty Walks of our communities. Data will be collected through interviews with participants, field memos, research journals, and written reflections, and then analyzed for recurring themes to determine how this method might impact planning and teaching practices for implementing Treaty Education in authentic, meaningful ways.