• Summary
  • Contents
  • Subject index

This extensive Handbook brings together different aspects of critical pedagogy with the aim of opening up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together a group of contributing authors from around the globe, the chapters will provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating both philosophical and social common themes. The chapters will be organised across three volumes and twelve core thematic sections: Section 1: Reading Paulo Freire; Section 2: Social Theories; Section 3: Key Figures in Critical Pedagogy; Section 4: Global Perspectives; Section 5: Indigenous Ways of Knowing; Section 6: Education and Praxis; Section 7: Teaching and Learning; Section 8: Communities and Activism; Section 9: Communication and Media; Section 10: Arts and Aesthetics; Section 11: Critical Youth Studies; and Section 12: Science, Ecology and Wellbeing. The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies.

Chapter 53: Ethical Relationality as a Pathway for Non-Indigenous Educators to Decolonize Curriculum and Instruction

Ethical Relationality as a Pathway for Non-Indigenous Educators to Decolonize Curriculum and Instruction
Ethical relationality as a pathway for non-indigenous educators to decolonize curriculum and instruction
Shashi Shergill David Scott

Following the final report of the Truth and Reconciliation Commission of Canada (TRC) on Indian Residential Schools (2015a), provincial and territorial jurisdictions of education in Canada have been called on to undertake curricular reforms that make the history of residential schools, Treaties, and the historical and contemporary contributions of First Nations, Métis, and Inuit peoples to Canada a mandatory educational requirement for all K-12 students (Call to Action 62.i). Established in June 2008 with a mandate of five years, the TRC sought to provide public forums for ...

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