Honouring Truth in Truth Before Reconciliation teacher education in Canada: podcasting as meaningful truth-centred pedagogy

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Abstract

This vignette, based on autobiographical storytelling (Reder, 2022), adds to broader discussions about Truth Before Reconciliation by illustrating, through a firsthand account of teaching pre-service teachers in Ontario, Canada, with curricula focused on First Nations, Inuit, and Métis, that creating podcasts can enhance ethically conscious teacher education. It highlights how podcasting functions both as a teaching tool and a pedagogical method. Although rooted in Red River Métis autobiographical experiences related to teaching Truth Before Reconciliation in a Canadian context, the article provides insights for educators worldwide interested in teaching truth-based and colonial histories through relational, reflective, and dialogic pedagogies. It further argues that the Conversational Métis Sash Podcast methodology positions podcasting as a truth-centred, anti-colonial, resistance-oriented pedagogical practice grounded in listening, accountability, and ethics.

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Keywords

Truth Before Reconciliation, Métis, podcasting, pedagogy, teacher education, anti-colonial

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