Education for critical consciousness. Reed's classroom of all native Oral dialogue journal macdonald speakers — was followed by a second study — of the same teacher teaching a 6th grade class of students from other countries, all learning English as a second language ESLagain for an Pacific beach live webcams year. While the use of dialogue journal writing in educational settings originated in the United States, it is used around the world to promote writing and critical thinking. Educational Researcher, 46 290— We all take something different away and our ability to listen at deeper levels improves over time. Venne shares the oral understanding of the treaty process as learned from her Cree Elders.
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Just last Orla we had Kindness Week — the perfect chance for the Compliment Project. Werderich's analysis provides evidence for reading as a dynamic thinking event, in which the teacher's feedback, modeling of interpretative responses, and reflective questions facilitate the development of student comprehensions of text. Thus, as dialogue journals are known and valued for creating and improving teacher-student relationships, their positive value in increasing engagement, and therefore achievement even modestlymay be assumed. I plan to Statistics for teenage feet sizes to continue next year as well. After this experience of dialogus in both languages, Jardine concludes that. Megan says: January 31, Lisa M says: January 27, Kate says: January 27, Thanks for sharing. Jennifer Gonzalez says: April 17, One year I tried having the students maccdonald to each other, and then I wrote to both of them once in a while. Hey Anoosheh, While there are some definite benefits Oral dialogue journal macdonald doing dialogue journals with pen and paper, a digital format also has its advantages. Retrieved 13 January jouranl Galarza, the more I felt like I had found a kindred spirit. Any Oral dialogue journal macdonald
W e met in the fall of as we were beginning our doctoral programs in education.
- Can't find what you are looking for?
- Dialogue exercises are a great way to strengthen your ability to listen to your characters.
- A dialogue journal is an ongoing written interaction between two people to exchange experiences, ideas, or reflections.
- A dialogue journal is a bound composition book in which each student carries on a private written conversation with the teacher for an extended period of time school year, semester.
A dialogue journal is an informal written conversation between two or more people student-student or student-teacher about topics of mutual interest.
Dialogue journals provide students with a meaningful writing activity that is engaging because it involves other students. These written conversations reinforce learning while forming bonds between students that can provide a foundation for later cooperative learning activities. For example, students finish reading a story and are asked to work with a partner to respond in a dialogue journal to the question, "Did the story end as you thought it would?
According to Toby Fulwiler, journal writing is an important way of individualizing instruction and encouraging independent thinking. Journals record the students' "individual travel through the academic world"; at the same time, journals can provide a springboard for more formal papers or projects Fulwiler When students have conversations about what they have seen, heard, experienced, or read, they have the opportunity to identify key points, make connections to prior learning, and hear other perspectives on the same material.
Dialogue journals offer a written record of the discussions, which help keep the conversations focused and serve as a reference at a later time. Incorporating guided conversation and discussion into the classroom helps students develop a deeper understanding of the topics and materials being taught. Dialouge journals also teach students to formulate and express opinions. There are numerous ways to use dialogue journals or written conversations effectively in the classroom. Initially, students should make journal entries during class time to allow them an opportunity to internalize the procedures with your guidance.
Then you may assign one entry as a take-home assignment that you or another student will respond to at a later time. Whether the journals are written face-to-face or taken home, be sure to give students direction and structure. When students are engaged in a conversation with another student, an opportunity to bond occurs.
Students engaged in cooperative learning activities in the classroom benefit from having had the chance to get to know and bond with other classmates.
To begin using dialogue journals, have students work in pairs. Monitor these pairs to ensure students have a variety of partners. Suggest pairs of students use two different types pen and pencil or colors black and blue of writing implements to distinguish between writers. Explain to students that they will be talking with each other, but they will not use their voices.
They must write what they want to communicate with their partner. Give students a mini-lesson by writing an entry on the chalkboard and then asking a student to respond to it in writing.
Allow students to exchange a brief written dialogue about anything they choose. Allow time for them to write what they want, exchange papers or journals, read what their partner wrote, and respond to it. Following this initial practice, focus students on something they all have listened to, watched, or participated in earlier in the day or week. Ask students to spend three or four minutes writing to their partner about the given topic. Writing may focus on likes, dislikes, particular characters, events, settings, experiments, math problems, and so on.
Dialogue journals work well when students debate an issue. Students can start a dialogue by finding out when they agree and when they have different perspectives. Once they've established these differences, they then can build their dialogue. Have students defend their opinions to one another. They can practice asking probing questions to encourage each other to participate more fully in the discussion.
Students can give their papers to their partner, who will read the dialogue and respond in writing. Repeat this process twice, and then have pairs of students discuss their conversations verbally. Have students discuss with their partners how the written conversation progressed.
Divide the class into four groups, and then have students share their thoughts within their larger group. This will enable you to identify common trends and shape future lessons. You may choose to eliminate the oral components of this activity and read and respond to the dialogue journals yourself. However, it is recommended that you use the whole-class activity initially, and then implement more individualized approaches once students have a firm understanding of written conversations.
Whole-class activities may help you analyze entire lessons; reading and responding individually to journals helps personalize learning. You may also elect to have smaller cooperative groups discuss their journals orally and eliminate the whole-class component, depending on the nature of the assignment. That is the wonderful aspect of teaching using written communication; it lends itself to many different situations.
Another way to initiate dialogue journals or written conversations is to provide a piece of text, video, or audiotape to which students can respond. First, have students read the passage, view the video, or listen to the audiotape you have chosen. Allow a few minutes for reflection. Ask students to work in pairs. Then, organize these pairs into four large groups. While in pairs, students open to a blank page in their journal to begin their written conversations.
Have them write about the passage, video, or audiotape and focus on what they took away from the experience: a feeling, a like or dislike, anything they want. Give students approximately three or four minutes to write to their partner. When time is up, direct students to trade pages, read their partner's comments, and write a response. Again, give them three or four minutes. Repeat this process twice, depending on how much time is allotted. Ask the pairs of students to share their thoughts with their larger group.
Dialogue journals should be used on a continuous basis and as a regular part of the curriculum. You may use dialogue journals on a variety of topics several times during a week.
You should respond to journals in a timely and consistent fashion and with an open, responsive, and playful attitude. Journals are not meant to assess students' writing skills but rather to assess their depth of comprehension of a given topic. Consider responding to a number of journals at random each day rather than the entire class at one time. This will help you prevent your responses from losing the care and thought needed to make them valuable for all parties.
Staggered collection days are suggested, to ensure that your comments and responses are not only timely but also open-minded and considerate of individual student writers. Favorite Places Bulletin Board. Strategies for Establishing a Thinking Music Classroom.
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Select a plan All plans include a free trial and enjoy the same features. FEN Learning is part of Sandbox Networks, a millennial learning company, reaching hundreds of millions of people across the globe. I thought the boy would get what he wanted the bike because it seemed like he did all the right things.
I thought he might not get what he wanted because at the beginning of the story the author has the mother say, "We don't always get what we want I did not think about it that way. It doesn't seem fair though. He worked hard and should have gotten the bike.
Often, a student writes what they write as a way of calling out for help to someone who they know cares about them. I plan to try to continue next year as well. The students that pursue the connection with you truly need it. Carol Leyendecker says: May 7, Hi Mel!
Oral dialogue journal macdonald. Forty Dialogue Exercises
Feedback would be appreciated! Although what you are proposing is not really a conversation with students, you can still use the concept to ascertain if they are understanding content. You will be able to build rapport, but it will not be an organic conversation.
You are directing it. I would try it and tweak it as you go along. I have been thinking of doing something like this with my high school seniors. I would like to replace the Reading Logs for my Humanties class with something that feels more organic to them, but that can also establish a more authentic communication between us and with their readings.
Have you used it at the high school level? Do you think it would be successful? Using dialogue journals to replace reading logs sounds like a great idea!
It would be more like a literary journal or a reading response journal, but connections can be built, for sure! I have not used them at a high school level, but I believe, that if students could buy into it, the timing would be perfect. They are at a transitional time of their lives and need teachers to be authentically available.
I would love to hear how they worked! I really enjoyed reading this. We mostly write about books and ourselves as readers in the style Nancie Atwel described in In the Middle , but the formative writing opportunities and especially the personal connection have always been so beneficial. With many students, I found they actually ended up sharing a lot more thinking about reading.
I have a class of 20 fifth graders, so weekly has been doable up until now. Great food for thought! Thanks so much for your comment, Lauren! The big difference between literary journals and dialogue journals is that there are no prompts or preconceived ideas about what will be written in the letters. Students choose what they will write about and how they will write it. This is what softens the power differential and leads to mutual reciprocity.
I think that ANY writing with students where they can really get to know you is going to yield positive relationships. Thanks again! I read this post at the beginning of the school year and was inspired to try it with one of my classes. Dialogue journals have especially helped me to get to know my more introverted students. However, I am still struggling with keeping the dialogue journals more student-centered by not asking questions, as this post suggests.
I tried that for awhile, and students would keep coming up to me and telling me that they had nothing to say. I noticed that this problem decreased if I started asking questions, but I definitely saw how asking direct questions also made the activity more centered around me. Generating writing topics can be a struggle for a lot of kids. And when it comes to dialogue journals, kids may feel particularly vulnerable because they are sharing a bit of themselves, wondering if the reader is interested in what they have to say.
They also might need help understanding that sometimes the littlest things in their lives can be written about in a big way. Here are some things that I did in the classroom with 1st and 5th graders that seemed to be effective…first and foremost, I modeled!
I shared my own dialgue entries all the time. Sometimes I had entries up on the smartboard as kids walked into the room or at the beginning of a mini-lesson.
I shared stories all the time…little stories, in a big way. All the time. Any time. I shared things I heard on the radio, funny things I saw on tv, and then sometimes I asked their opinion about it. Jot this idea down really quick and stick this in your journal. But mostly, I really found that whenever I shared my own entries and whenever I got an idea for my own journal, it helped kids to see their world a little differently…a world that held all kinds of stories.
One last thing…give your own journal to a kid and ask them to write back to you. Hope this helps! You bring up an important point. How do we get reluctant writers to write a letter to their teacher without directing the conversation with prompts or questions? This is a tough one! At the very beginning of the year, I ask students to write at least 5 things about themselves that I would not know already. When the conversation starts to lag, I talk about one of those topics.
For example, if the student said they were a younger sister, I may write about my older brother. This often gets them writing about their older sibling. Sometimes I go back to earlier letters and restart a conversation. But if asking a question is the only way they will write, then do it! Thank you for sharing Ms. I had come across the blog post prior to listening to the podcast and I am so thankful I took time to listen to the podcast.
This will be my 5th year teaching in the classroom. I have been doing dialogue journals with my 9th and 10th graders since my second year of teaching. I, too, have had very similar results and outcomes of cultivating relationships with my students. What prompted me to leave a reply to your post is what Ms. Not to get on a huge soapbox, but this is what all of our students need. They want to be loved and accepted too! The more I listened to Ms. Galarza, the more I felt like I had found a kindred spirit.
Thank you for providing this venue for teachers to learn, to be inspired, and stay motivated! I want to commend you. It is not easy to incorporate dialogue journals as a new teacher, and you stuck with it! I feel that creating genuine connections with our students is the way to help our youth. They NEED to be seen, heard, tended to, laughed with, and loved. They need adults to trust. They will be much less likely to want to hurt themselves or others if they know that someone at least one person cares.
Thanks for validating that point for me! What a wonderful idea! I am going to try dialogue journals this year with my third graders. Eight-year-olds usually have difficulty writing more than a few sentences, but maybe these journals will encourage them to elaborate.
Thank you, Liz! I started using the dialogue journals with my seniors in a Theory of Knowledge class. It has been really powerful in terms of building trust and relationships.
Thanks for the great idea! Thanks for that information. I am going to look into that video. I love hearing how the concept and practice of dialogue journals is being used at all levels. I came across this article on a whim and I love the idea of dialogue journals! Our district has now implemented an Action Research requirement for all teachers and I feel this would be a perfect topic for that!
I am most curious to know more about the Student Intake Forms. What kind of questions are on the intake forms and how are they used? Thank you so much for sharing your ideas and suggestions! I am excited to get started! Hi, Nicole, I am so excited that you will be using dialogue journals with an Action Research project.
That sounds awesome. Please let me know how it is going, and if you want to share on Twitter drlizgalarza. I do not ask students questions. Instead, I ask them to tell me things about themselves that I can not see with my eyes or read about in the cumulative folder. We brainstorm ideas like: hobbies, interests, favorites, special talents, etc.
Additionally, I use information that I obtain from a parent questionnaire that is filled out the first week. I have students ask me questions on that same paper, and I answer the questions as our conversations unfold.
I try to keep it as organic as possible; they see through anything that is contrived. They appreciate the authenticity. Thanks very much for this article! What are some suggestions of similar activities that I could facilitate with five-year-olds? Thanks a lot! Hi Madeleine! Debbi, these are awesome resources! Madeleine, If the students knew that they were writing to you, perhaps you could answer their letters through pictures or symbols. Literacy takes on a different look, but you will still be communicating.
Over the years I have had a number of students who are either selectively mute or extremely shy. Those are the students I usually initiate dialogue journals with. It has also worked really well in classes where a boisterous few tend to get their voices heard despite classroom management. It allows other student voices to be heard and valued as well. Caryn, you bring up an excellent point about incorporating dialogue journals into the classroom. I found the same thing with my shy students.
They had lots to say in the pages of the journal. The student teacher would have a journal that they wrote in all week long…. On Fridays, we swapped journals. Then we would write back to each other on various pages—just a small snippet sometimes or a longer comment. It varied, depending on the connection to new thinking or questioning. Really cool!
Jan, Wow! What a great idea! Thanks for sharing this! Jan, that is an excellent idea! I am trying to figure out a way to use the dialogue journals with my student teachers.
I am their supervisor, so I only see them once a week. I cannot take the journal from them. I considered trying it electronically, but I feel it loses something that way.
I am so confused by how you get this done! I see students a day, and have students in a class. How do you manage? I have students write me an email at the beginning of the year teaching email etiquette! Writing back to that many kids seems daunting! I LOVED implementing dialogue journals, but it was enough for me to write back to just 25 kids each week. In the podcast episode, Liz discusses the possibility of using electronic journals and audio feedback as an alternative management system.
You can even add a mini-lesson if you want. This is just a general overview — but it might be a good option and worth trying. Rachel, I understand how much work that is! I commend you! There is no way that you could effectively write to all of your students. Perhaps you could write to about 45 per semester.
Or you could only write one letter a month to each student, while staggering the submissions. Another idea is to only use DJ with one of your six classes. One year I tried having the students write to each other, and then I wrote to both of them once in a while. I did not like that too much, and I lost much of the benefits, but I tried it anyway. I will continue to think of ideas. I think I have found a great place to start!
Our students have so few opportunities to write, interact with caring adults or feel that they are worthy of being heard. Thanks for a great idea. Kate, thanks for the reply! Writing with these young people will have so many benefits. Someone will CARE about what they are saying and respond from one human to another. Please keep us posted on how this is working. Good luck! I do journaling each day with a more directed topic for them to comment on. With teaching middle-schoolers, they are so much more comfortable sharing information through this medium.
For many of my kiddos I am the only stable adult in their life and I love being able to show them that I care.
I have not heard of that app, Mindy. I am a high school world language teacher and I find that using the target language can be difficult for relationship building, especially for struggling students.
Do you think it would be beneficial to do this but have them write in English? Nowadays, they can be very open about things that I may be uncomfortable with. I imagine that this could even happen with younger kids. How would you deal with potential issue? As a Spanish teacher myself, I would recommend that you have your students try and stay in the target language as much as possible. Depending on their skill level, you could allow them to incorporate various thoughts in English as necessary.
Allowing them to use some English could serve a dual purpose of helping them to reflect on their use of the target language i. I also understand your concern about students bringing up topics you may feel uncomfortable addressing. The main intention of dialogue journals is to build those relationships. They just want to talk to you and know that you care. Annie, I agree that it would be difficult for students to express themselves if they do not have the vocabulary to do so.
You could have them write using both languages if they know the word in the language you are teaching, they could use it. That may work and be pretty cool to read. As far as difficult topics, you need to tell them before you begin that if something comes up that you feel puts them in danger, then you will have to reach out for appropriate help.
If I find something disturbing, I ask the student to sit with me privately and we talk about the entry. Often, it gets cleared up in the conversation. Or, I tell them that I will be speaking to the social worker or principal, or parent, etc. Often, a student writes what they write as a way of calling out for help to someone who they know cares about them.
The first year I did this, I tried it just with my tiny 12th grade Creative Writing. I had 18 kids, and I wrote each of them a letter in return every week. Some weeks, only half the class would submit, so I only had about ten to read, yet it would still take me hours to reply. The kids loved getting my letters, and I feel we got to know each other on a very personal level. However, I found it so difficult to just write a few sentences, and when I wrote a full-length letter, it was extremely time consuming.
I never would have been able to keep up if they had all turned them in each week. Nonetheless, I am using them in all of my classes this year with all students.
I am completely torn, because I love the idea of kids relating to books of their own choosing and writing about it, and I love sharing in their enthusiasm, but I am dying! I finally resorted to a stamping system. Rather than collecting the notebooks every week, I stamp their letter each Friday.
At the end of the quarter, they go back and read all their letters and choose the one they want me to read word for word. They get full credit for writing all the letters which is a huge grade booster for many of them , but I comment on only one. Hey Casie — doing dialogue journals with large groups of students is definitely a challenge. These are some ideas that might help you find a way to manage doing dialogue journals with large groups of students.
Casie, I used to do reading response letters with my 5th graders. It was so much work, but well worth it because ALL of my students made so much progress in the reading. I had about 25 students and it was a lot of work. I like the idea of them choosing one for you to respond to.
I have been using Voxer free app with students. Just a thought…. I just listened to this episode today, and found it so interesting. I know you talked about it briefly in the podcast, but I was thinking it might be a good way to teach students how to compose proper emails, and then do a similar idea through email.
Have you ever tried anything like that, or heard of anyone doing that? Hey Anoosheh, While there are some definite benefits to doing dialogue journals with pen and paper, a digital format also has its advantages. Anoosheh, I think electronic journals would definitely work! I preferred the handwritten journals, but it could be very successful though email. This year, I have really made an effort to maintain individual correspondence with my students.
At the beginning of the school year, I began looking for an electronic option. I thought about emails, but worried that my inbox would constantly be flooded. I considered using Google slides, but when I explained my plan to a colleague, she mentioned an app called Remind.
However, I tested it out and discovered that I could sort my students into classes and that signing them up could be done through their school Google accounts. Students must be 13 years old to write back using the app.
I teach 8th English, so this was not an issue for my classes. Some write paragraphs. It has been an invaluable tool in getting to know my students, particularly the ones who tend to be more quiet in class. It does take time minutes a day to respond, but I find that being able to type to them has made responding to each student each week actually possible. Aubrey, that is such a fantastic idea! It is not as much the method of correspondence as much as the connection itself.
How wonderful that you have made this a priority. I am sure the 60 minutes a day is paying off. I have tried both the Dialogue Journals with my students this year.
IT has been a challenge to write to all of my four classes, but I initiated the first letter, and required a response for the first semester.
I have had a few kids who have kept up a regular correspondence with me — a letter every few weeks, and a couple of girls write every couple of days. It has been a fun project.
I plan to try to continue next year as well. Just last week we had Kindness Week — the perfect chance for the Compliment Project. These two activities have been quite rewarding for me and my students. Thanks for sharing all of the great ideas here on Cult of Pedagogy. I agree that the Compliment Project aligns well with using dialogue journals. I had the same response. Not everyone buys in. The students that pursue the connection with you truly need it.
Close Can't find what you are looking for? Listen to my interview with Liz Galarza transcript : How well do we know our students? Liz Galarza. What to Read Next. The Compliments Project. Share: facebook twitter google LinkedIn Print 95 Comments.
Nikki says: August 21, Liz Galarza says: August 31, Tamara Davis says: January 27, Carrie says: August 21, Ellen says: August 21, Kerry says: August 24, Tina says: August 28, Lisa M says: January 27, Pick one and start writing. Dialogue is one of the best ways to learn more about your characters. Maybe one of these exercises will even lead to a new story. Good luck with the exercise you choose. Now check your inbox and spam folder for the file.
Make sure you add my email to your approved subscribers' list. It's good to have you onboard. She holds an M. Powered by Imprint, a theme for Authors. Toggle navigation Marylee MacDonald.
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W e met in the fall of as we were beginning our doctoral programs in education. By chance, we happened to sit beside each other on the first day and then subsequently shared all the same classes.
MacDonald: I grew up in the small city in Eastern Ontario. I am a settler Canadian, of Scottish and British descent. My identity has also been shaped by my work as an outdoor environmental educator and spending time with the rivers, lakes, mountains, and trees. I have also worked as a physical education and humanities teacher in secondary school settings for nearly a decade, and now in undergraduate teacher-education courses.
My hometown of Smithers, B. We saw the Calls to Action TRC, b as a starting place to explore our role in moving reconciliation forward. We made a commitment to read the 94 Calls to Action together. We asked: Who is being called to action? And, what might they be called to do?
While much of the document called upon different levels of government and organizations to make change, we could also see entry points for the individual. We found that the role of the individual needed to be effortful and sought out, to hold the government and organizations accountable while actively fostering ethical relationships.
We drew on our own experiences to situate our understandings, which in turn positioned us in a complex relationship with reconciliation. From this initial reading, we saw the importance and imperative of carrying our work forward in our lives and in our work as educators.
How do we support reconciliatory relationships and learning for reconciliation? We were not totally sure how to do this at first, but felt a shared commitment to bring the Calls to Action document to life in our daily experiences. We became involved in community initiatives, facilitated workshops around opening safe spaces and learning conversations, and participated in ceremony.
Our circles continued to expand while the pervasive complexities, emotion, and hope of this work were constantly revealed and felt. Having each other for support was invaluable. We continue our conversation together, asking: What successes, insights, and tensions exist in our praxis? What might collective enactment look like and what forms might it take in education? From our ongoing learning, we recognize the vulnerability needed to address complexities and to engage authentically, and we wish to honour the slowness embedded in a thoughtful process.
We share our conversation as an invitation for others to reflect on their own beliefs, biases, and understandings. We also hope to inspire other students and educators to participate in dialogue that will bring meaning to their own contexts.
Wikipedia n. Is there still an urgent need to harmonize the financial accounts at the federal and provincial levels to ensure equitable funding for Indigenous education, language programs, community services, and more? The Commission defines reconciliation as an ongoing process of establishing and maintaining respectful relationships. A critical part of this process involves repairing damaged trust by making apologies, providing individual and collective reparations, and following through with concrete actions that demonstrate real societal change.
As we take up this work, we are mindful of the multiple definitions, interpretations, and implications. We bring a respect for the truths shared and a commitment to the actions needed for reconciliation to make the much-needed changes in our world.
Expanding public dialogue and action on reconciliation beyond residential schools will be critical in the coming years. It is what we do with the notion of reconciliation that stands to make a difference in the stories we tell and the lives we touch, shaping our relationships for the better.
TRC, a, p. As both of us study and work in a university setting, and have backgrounds in educational contexts, we are drawn to consider our life experiences and how the intent of the document will live in our classrooms, educational research, and personal lives. In wider settings, ministries of education and educational institutions have written and committed to mandates emphasizing Indigenous education for example see Alberta Education, ; Ontario Ministry of Education, ; University of Calgary, Many of the initiatives prompted by the Calls to Action are recent; therefore, the success of these efforts has yet to be realized.
In scholarly communities, we notice the intertwined narratives around: Indigenous education, decolonizing education, and education for reconciliation.
While we see similar purposes in these forms of education, we note the subtle differences. While many of these traditions were subject to attempted assimilation and obliteration by the church and state Milloy, , contemporary contexts of Indigenous education promote healing, reclamation, and resurgence Denis, ; Simpson, Decolonizing education Battiste, ; Haig-Brown, problematizes the explicit and hidden normalization of Eurocentric colonialism in the education system and works towards socially-just curriculum and practices.
That said, we understand the overarching purpose of education for reconciliation to be centered on healing and renewing the Indigenous-Settler relationship Cannon, ; TRC, a. Our review of the literature, however, suggests that little has been written about the experience and complexities of renewing relationships from a student or teacher perspective.
Regan argued that there is great pedagogical possibility for disrupting narratives and renewing relations at this time, and emphasized the importance of unsettling ourselves as part of the collective project.
We, too, see the importance of questioning our lived-experiences and exposing our vulnerability. Through collaboration, we hope to privilege work from the heart and contribute to wider conversations of renewing relationships and honouring complexities towards education for reconciliation.
Duoethnographies inspire compassion and a sense of humanity as they call us to action. Reconciliation is about stories and our ability to tell stories. I think the intellectual part of ourselves wants to start looking for words to define reconciliation. And then there is the heart knowledge that comes from our life experiences. Lorena Fontaine, cited in TRC, a, p. To guide our narrative process, we employed tenets of duoethnography that capture the multifaceted layers of our past, present, and future experiences.
Given our inclination to share stories from our lived-curricula in a fluid manner, the method fit well with our already established modus operandi. We situate ourselves as the research sites, while unpacking and repacking meaning together.
On a wider scale, we consider duoethnography to be an appropriate move towards a reconciliatory practice. Although this method sits within a Western epistemology and carries the inherent limitations of Eurocentric research, we appreciate: the space for conversation, the move away from making fixed claims, and the purposeful unsettling of taken-for-granted opinions.
Regan stressed the importance of both interpersonal and intrapersonal work for transformation to occur. This method allows us to work together, to interrogate ourselves, and form collective understandings. As personal transformations take place and questions about wider cultural narratives surface, the conversations require us to be vulnerable, while building trust and respect. Ultimately, a deeper relationship is formed. We enter into discussion by first questioning our conceptualization of self in view of reconciliatory reawakening, as a means to orient ourselves to the topic.
In doing so, we revisit personal experiences and re-conceptualize ourselves through the duoethnographic process. Next, we explore the ways we are embodying and enacting conceptions of reconciliation. Finally, we re-interpret our understandings of reconciliatory praxis: from deep reflection to conscientious action. While this journey is deeply personal, we also believe that the dialogic process invites the reader to reflect and connect to reconciliation through our stories, with and against their own experiences.
Answering the Calls to Action, we recognize that:. Reconciliation must become a way of life. It will take many years to repair damaged trust and relationships in Aboriginal communities and between Aboriginal and non-Aboriginal peoples.
We expose the messiness of the learning as a reality of our process and hope to inspire others to become involved. We aspire to be part of that change, through reflective words and thoughtful actions. Maracle named education as a racist institution, privileging white culture while annihilating others. I find this daunting; some knowledges will have been lost forever.
Colonizers have worked for hundreds of years to quash cultures, languages, traditions, beliefs, peoples, and more. Sylvia McAdams listed language, land, and culture as pivotal to maintaining nationhood. Like many of the Calls to Action, the revitalization of language and culture and potentially nationhood appear impossible for just one person.
So how do we, as individuals, conceptualize and enact reconciliation? It is essential for me to remember that renewing relationships involves being part of a community, which is a complex matter in and of itself. How do I move past the self-doubt?
How do I move past the politics? I come to this dialogue with an open heart and an open mind, and willingness to work through difficult issues. Despite my best intentions, I continuously worry that I may not completely understand the privileges that I grew up with and how they continue to work on me. I believe it is in a space of vulnerability and sharing that reconciliation work can best occur. I see our research, classes, and the various initiatives with Indigenous topics to be a gift. I am not embellishing when I say they are changing my life and how I conceive myself in relation to the world.
The idea of renewing relationships and reawakening the spirit that Elder Bob Cardinal of the Enoch Cree Nation personal communication, February 4, shares with us, resonates with me. My engagement with his teachings is providing a more fulsome understanding of how truth and reconciliation is not just about the relations between people, but equally about our relations with more-than-human co-inhabitants.
This statement is an imperative consideration for my work as an outdoor educator. Markides: Yes, I agree with the need to foster all manner of relationships. We benefit from opportunities to find and build community in life and learning.
Indigenous and non-Indigenous presenters shared their research on a variety of subjects, including Tahltan language nests Morris, , the role of Elders working within correctional institutes Quantick, , and the recognition and traditions surrounding two-spirit people in Indigenous communities across North America Pruden, Similarly, we have felt a closeness to the people we have met through our Indigenous coursework. I know that not everyone agrees that these types of conferences, classes, or research endeavours should involve both Indigenous and non-Indigenous participants.
My belief is that we need everyone to be involved if we want to see real change in our systems and our society. Since the conference, I learned that a second Indigenous graduate student conference took place concurrently in Winnipeg, but that the other conference was not open to non-Indigenous participants. And, why do I feel so strongly about it? These topics are shrouded in depth and complexity.
For me, my path comes with honouring feelings of unease and tension about being a settler, while also wanting to learn more about Indigenous ways. For too long, I have been stuck here.
At the same time, I know dwelling in critique is part of a decolonizing process.