Abstract
In 2015, the Truth and Reconciliation Commission of Canada (TRC) released 94 Calls to Action, many of which pertain to education. Archaeological educators are called to find ways to integrate Indigenous knowledge into our classrooms, our teaching methods, and our curriculum at all levels of education. Across Canada, discussions are happening about how to decolonize and Indigenize curriculum, a process which will have significant implications for archaeological pedagogy. Drawing on both the specific text and the overall ethic of the TRC Calls to Action, I explore who teaches archaeology, what is taught, and what that means for archaeological pedagogy in post-secondary contexts. When we all gain knowledge based on Indigenous perspectives, we start to build healthy understandings of Indigenous peoples and cultures and begin the work of addressing the legacy of impacts by colonizing practices and policies outlined in the TRC report.
Rights and Access Note
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Recommended Citation
Supernant, Kisha
2020
GRAND CHALLENGE No. 1: TRUTH AND RECONCILIATION Archaeological Pedagogy, Indigenous Histories, and Reconciliation in Canada.
Journal of Archaeology and Education 4
Available at:
https://digitalcommons.library.umaine.edu/jae/vol4/iss3/2
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