Rebecca Major

Following the Truth and Reconciliation report and Calls to Action, there has been a concerted effort within Canada to Indigenize the academy. this effort is taking place within administration, research, and classroom settings and with community partners across multiple disciplines. the application of these practices and policies often appears to be a token response rather than one achieving meaningful change. Through the use of focused auto-ethnography, we discuss our decolonizing pedagogical approach within post-secondary classrooms in health sciences, humanities, and social sciences with Indigenous and non-Indigenous students. We propose that relational learning can lead to reconciliatory actions in the classroom.