Abstract
ABSTRACT The Truth and Reconciliation Commission's (TRC) Calls to Action urge Canadian higher education (among other sectors of society) to learn the shameful truth about Indian Residential Schools and work towards reconciliation with Indigenous peoples. 1 Through narrative inquiry, non-Indigenous academics shared their experiences of a faculty learning community on Indigenization of their teaching and curricular practices. They each, subsequently, co-composed with the researcher a narrative account based on those experiences. This paper presents one of the resonant threads that arose from the analysis of those narrative accounts, namely: Epistemological and Ontological Dissonance.
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