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McGill Journal of Education / revue des sciences de l'éducation de McGill (MJE/RSEM)
Référence : Vol. 53, n° 2, 3018
Thème : Varia
ARTICLES
- Called to action: dialogue aroud praxis for reconciliation, Jennifer MacDonald et Jennifer Markides
- Transforming graduate studies through decolonization: sahring the learning journey of a specialized cohort, Laura-Lee Kearns, Joanne Tompkins, Lisa Lunney Borden
- Unlearning colonial identities while engaging in relationality: settler teachers'education-as-reconciliation, Lisa Korteweg et Tesa Fiddler
- Unsettling settler shame in schooling: re-imagining responsible reconcialiation in Canada, Ryan Koelwyn
- Teaching history for truth and reconciliation; the challenges and opportunities of narrativity, temporality and identity, James Miles
- Relational encounters with indigenous literatures, Aubrey Jean Hanson
- Finding a place at home: the TRC as a means of (r)evolution in pre-service (science) teacher education, Dawn Wiseman
NOTES FROM THE FIELD / NOTES DU TERRAIN
- A collaborative sharing of stories on a journey toward reconciliation: "Belonging to this place and time", Kauʻi Keliipio, Kimberly Perry et Colleen Elderton
- Responding to the calls to action: reflections on teaching mandatory indigenous education to teacher candidates in Ontario, Kaitlyn Watson et Natalie Currie-Paterson
- Processus d'engagement des Premières nations, Métis et Inuits dans la révision du curriculum ontarien, Joannie St-Pierre
- An arts-based curriculum encounter: What does it mean to live on this land?, Diane Conrad, Patricia Jagger, Victoria Bleeks et Sarah Auger
Informations complémentaires :
http://mje.mcgill.ca/.../565
