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Responding to the Findings of Canada’s Truth and Reconciliation Commission
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- Title: Responding to the Findings of Canada’s Truth and Reconciliation Commission: A Case Study of Barriers and Drivers for Change at a Small Undergraduate Institution
- Author(s): Avril Aitken, Mary Ellen Donnan, Jean L. Manore
- Publisher: Common Ground Research Networks
- Collection: Common Ground Research Networks
- Series: Common Ground Open
- Journal Title: The International Journal of Learning in Higher Education
- Keywords: Decolonization, Indigenous Peoples, Truth and Reconciliation, Institutional Change
- Volume: 28
- Issue: 1
- Date: March 05, 2021
- ISSN: 2327-7955 (Print)
- ISSN: 2327-8749 (Online)
- DOI: https://doi.org/10.18848/2327-7955/CGP/v28i01/97-111
- Citation: Aitken, Avril, Mary Ellen Donnan, and Jean L. Manore. 2021. "Responding to the Findings of Canada’s Truth and Reconciliation Commission: A Case Study of Barriers and Drivers for Change at a Small Undergraduate Institution." The International Journal of Learning in Higher Education 28 (1): 97-111. doi:10.18848/2327-7955/CGP/v28i01/97-111.
- Extent: 15 pages
Open Access
Copyright © 2021 Authors. Published by Common Ground Research Networks.
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
Abstract
Canada’s Truth and Reconciliation Commission emphasized an important role for education in the rebuilding of relationships between settler and Indigenous peoples. This article strives to contextualize efforts to serve Indigenous students equitably and aspirations towards reconciliation with an examination of the scholarly and normative milieu in one Canadian university. A combination of survey and focus group data reveals barriers to change at a small-sized undergraduate university as well as drivers for changing its institutional culture, curricula, and processes of education.
