Following Their Voices

Supporting Indigenous Students' Learning by Fostering Culturally Sustaining Relational Pedagogies to Reshape the School and Classroom Environment

Authors

DOI:

https://doi.org/10.47381/aijre.v32i2.317

Abstract

Canada's colonial relationship to First Peoples was predicated on the imposition of church-run residential schools, systemic racism, and chronic underfunding of education on reserve (Dart, 2019). As a result, the relationship between Indigenous learners, families and the school system is fraught with mistrust, skepticism regarding the purposes of education, and questions about educational success, quality, and achievement (Truth and Reconciliation Commission, 2015). This paper presents findings of a meta-synthesis of 11 case studies of public and First Nations-run schools in Saskatchewan, Canada, that are part of an initiative called Following Their Voices that has as its objective the improvement of educational outcomes for Indigenous students. In this paper, we describe the FTV initiative and discuss the challenges and facilitators of fidelity to the processes, goals and outcomes faced by schools attempting to implement FTV. Emerging from our meta-synthesis were concerns related to collective responsibility, sustainability, and leadership.

Author Biography

Scott Tunison, University of Saskatchewan

Dr. Scott Tunison serves as an Assistant Professor in the Department of Educational Administration at the University of Saskatchewan. His research and teaching areas include strategic planning, evidence-informed decision making, Indigenous education, and K-12 leadership.

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Published

25-07-2022

How to Cite

Wallin, D., & Tunison, S. (2022). Following Their Voices: Supporting Indigenous Students’ Learning by Fostering Culturally Sustaining Relational Pedagogies to Reshape the School and Classroom Environment. Australian and International Journal of Rural Education, 32(2), 75–90. https://doi.org/10.47381/aijre.v32i2.317