Arctic and northern pedagogies as pathways to truth and reconciliation in education

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Abstract

Truth and reconciliation in education requires addressing historical and ongoing colonial harms by transforming how knowledge, languages, and community authority are positioned within education systems. These imperatives are particularly pronounced in Arctic and northern regions, where geographic isolation, demographic diversity, and accelerating climate change shape educational access and relevance. This article asks: how do Arctic and northern pedagogies enact commitments to reconciliation in education? Drawing on a critical literature review of scholarship, policy reports, and empirical studies, the paper examines pedagogical practices including bilingual and immersion education in Indigenous languages, storytelling and oral traditions, Elders-in-schools initiatives, land and seasonal learning, and the use of digital technologies. The review demonstrates that Arctic and northern pedagogies consistently foreground relationality, ecological stewardship, and cultural continuity, countering the alienation produced by metrocentric, universalistic models of education. By embedding learning within relationships to land, language, and community, these approaches support Indigenous knowledge sovereignty, strengthen cultural resilience, and foster student wellness amid environmental change. Reconciliation in education requires more than curricular inclusion; it demands systemic reorientation toward Indigenous governance. Arctic and northern pedagogies show how education can move beyond deficit frameworks to repair relationships, sustain cultural and ecological wellbeing, and advance reconciliation across circumpolar contexts.

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Keywords

Arctic and northern pedagogies, truth and reconciliation, education, culturally responsive pedagogy

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