Group 5

Group Members

James Hume
Upneet Bassi
Kelly Hall
Ritu Khajura
Elisha Gill

Thesis: • Stresses the Importance of circle work and ceremony when sharing our stories. Create opportunities for people to experience decolonization so that history is understood both intellectually and emotionally as an embodied place of connectivity that is essential to reconciliation. We try to move individuals outside their comfort zones by putting a human face on the impacts of colonization.

Summary: Indigenous Pedagogy- Stories were really teachings, but many of the time the experience was very painful and traumatic that they no longer wanted to perform their cultural duty to provide knowledge to the younger generation and described what they have learned in their own lifetime.

An Unsettling Pedagogy- The government didn't want to take any responsibility or did not want to take a position to admit something was wrong- based on the premise that settler cannot just theorize about decolonizing and liberatory struggle: we must experience it, beginning with ourselves as individuals and then morally and ethically responsible (Sociopolitical actors in Canadian society).

Testimonials Trudy Govir: Talks about distinction between knowledge and acknowledgement and about how trauma has been inflicted on oppressed groups including aboriginal people. Research shows knowing something doesn't necessarily lead to acknowledgment, it potentially could lead to denial IE: This happened in South Africa with the oppression of Black individuals. Many Canadians do not take responsibility for what happened to Indigenous people

Bridging the gap (Conclusion): Coordinating the idea to begin to explore the First Nations Point of view.....IE- including indigenous peoples in the process of education and potentially the curriculum.