Treaties, Truths and Transgressive Pedagogies: Re-Imagining Indigenous Presence in the Classroom

Margaret Kovach

doi:10.18740/s4ks36

Abstract

This essay contemplates the context of treaty and the values it offers as a way to imagine anew a just relationship between Indigenous and non-Indigenous peoples within the particular context of education. It begins with a theoretical meandering of sorts, a &lsquo;thinking it through piece&rsquo;, and asks, &lsquo;What does the treaty relationship, as envisioned by Indigenous peoples, teach us about critical and respectful pedagogy? What are the tensions and contradictions involved in teaching from and through treaty. The essay then explores the implications of a treaty lens within formal schooling through including both Indigenous and non-Indigenous perspectives. Situating treaty within identity, relationship, and a sacred dialogue, the focus is less on treaty or treaties themselves and but rather explores the spirit and possibility of &lsquo;treaty&rsquo;, as imagined by Indigenous peoples, in thinking about transgressive pedagogies and practicing transformative dialogue.

Highlights

“Why does being from Treaty Four matter to you?” This was a question asked of me as a result of a recent article submitted for peer review of which I was a co-author
Relationship, and a sacred dialogue, this writing focuses less on treaty or treaties themselves as historic documents but rather explores the spirit and possibility of treaty, as imagined by Indigenous peoples, in thinking about transgressive pedagogies
This section is a theoretical meandering of sorts, ‘a thinking it through piece’, and asks, ‘What is a treaty?’ What does the treaty relationship, as envisioned by Indigenous peoples, teach us about critical and respectful pedagogy? What are the tensions and contradictions involved in teaching from and through treaty

Summary

Introduction

“Why does being from Treaty Four matter to you?” This was a question asked of me as a result of a recent article submitted for peer review of which I was a co-author. This section is a theoretical meandering of sorts, ‘a thinking it through piece’, and asks, ‘What is a treaty?’ What does the treaty relationship, as envisioned by Indigenous peoples, teach us about critical and respectful pedagogy? Re-thinking treaty within classrooms in a manner that serves a just peace is critical to a social justice pedagogy given that Indigenous-settler relations have been often been characterized by domination that passes for peace from the perspective of (too) many in the settler population.

Results

Conclusion