Volume 33(1) Pasts, presents and futures of Truth and Reconciliation work in Indigenous education

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...

The Canadian Playful Schools Network was established in 2022 as a bilingual professional learning network hosted at the University of Ottawa. Spanning seven Canadian provinces, the network brought together researchers, pracademics, and educators from 41 schools with a mission to implement ‘learning through play’ in the middle school grades (students...

This paper stories our multi-year journey within Saskatchewan Rivers Public School Division as we work to embed Indigenous Knowledge, land-based, and Elder guided learning across schools and system structures. Our learning is guided by Archibald’s (2008) Indigenous Story work principles, which include respect, responsibility, reverence, reciprocity, holism, interrelatedness, and synergy....

Material culture is more than a visible representation of Sámi heritage; it offers bodily, tangible, and multisensory encounters that can safeguard children’s ways of being in the world. In the collaborative project Nordlige hager (Northern Gardens), an outdoor environment for a kindergarten was designed by Sámi architect and artist Joar...

In this paper, we report on a project that sought to strengthen competence in Saami topics within the school subject Norwegian. Previous research and the Truth and Reconciliation Commission Report indicate that teachers, teacher educators, and the general population often lack knowledge of Saami culture, history, and contemporary presence, highlighting...

Our goal is to share about an ongoing research project focused on hide-tanning practices that is part of our personal and professional lives. We are guided by going slow and building relationships based on trust and friendship. This does not mean that we arranged a number of formal meetings with...