Running Head: POWER IN PLACES, POLICIES, AND PEDAGOGIES Power in Places, Policies, and Pedagogies: One Teacher’s Critical Inquiry into Reconciliation by Katherine (Katya) Adamov Ferguson A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba In partial fulfilment of the requirements of the degree of MASTER OF EDUCATION Department of Curriculum, Teaching, and Learning University of Manitoba Winnipeg Copyright © 2017 by Katherine (Katya) Adamov Ferguson POWER IN PLACES, POLICIES, AND PEDAGOGIES i Abstract In response to the Truth and Reconciliation Commission of Canada (TRC), this arts- informed study problematizes one un/settler teacher’s sources of dissonance and experiences of resistance engaging in processes of reconciliation. Although reconciliation discourse is gaining prominence in the Manitoba context, colonial discourses dominate educational institutions, policies, and practices. This study analyzes how discourses contribute towards institutionalizing hegemonic practices that marginalize Indigenous peoples and their perspectives. This theoretical and methodological bricolage utilizes Critical Discourse Analysis (CDA) and arts-informed methods to explore two central research questions: 1) How can a critical inquiry into language, texts, and discourses highlight and raise awareness of potential issues and sources of resistance to reconciliation within educational establishments, policies, and practices? and; 2) How does one teacher undertake processes of reconciliation in respect to her own practice? This study illuminates colonial narratives and discourses of deficit and domination that are embedded within the texts on schools, the language used to talk about achievement in schools, and internalized within teaching practices. Arts-informed methods (such as found/data poetry and an art installation) are used as strategies for data analysis and as alternative representations of the findings. This study reveals power-filled discourses that resist processes of reconciliation by effacing the perspectives and contributions of Indigenous peoples and suggests calls to action with implications for pedagogy and policy decision-making across the broader educational community. Keywords: reconciliation, hegemony, critical discourse analysis, arts-informed, colonialism POWER IN PLACES, POLICIES, AND PEDAGOGIES ii Acknowledgements Дякую Mom and Dad, for teaching me to read the word and read the world Спасибо Stephie, for courageously sharing your truths Большое спасибо Babushka and Dedushka, for teaching me about the importance of culture and spirituality Miigwetch Learning communities at the Winnipeg School Division, for your support and inspiration To my committee members: Melanie, your courses have helped me to think more critically of who I am and who I am becoming as a teacher and have served as the impetus for this research. Niigaan, I have appreciated learning from you at professional learning sessions— you have taught me many lessons that I wish I was taught in my school experiences. To my advisors and mentors: Wayne and Clea, for supporting me throughout this dynamic research journey. I am deeply appreciative of your encouragement to pursue these challenging inquiries, for supporting my creativity, and ensuring that I remain mindful of self-compassion throughout this all-encompassing process Thank you Marlene and Ian, for the gift of time and for creating wonderful memories for our family Jimmie, for your love, humour, and patience Ilya, for giving me hope POWER IN PLACES, POLICIES, AND PEDAGOGIES iii Dedication This work is dedicated to the generations of children who have been affected and continue to be affected by the legacy of Indian Residential Schools. POWER IN PLACES, POLICIES, AND PEDAGOGIES iv TABLE OF CONTENTS Abstract……………………………………………………………………………….. i Acknowledgements…………………………………………………………………… ii Dedication…………………………………………………………………………….. iii Table of Contents…………………………………………………………………….. iv List of Tables…………………………………………………………………………. viii List of Figures………………………………………………………………………… ix Preface………………………………………………………………………………… x CHAPTER I: No. 2 Pencils, Labels, and a Backpack………………………….. 1 Introduction……………………………………………………….. 1 Interweaving of Arts-Informed Approaches……………………… 2 Key Terms………………………………………………………… 4 Indigenous……………………………………………….. 4 Settler and un/settler…………………………………….. 5 Discourse………………………………………………… 7 Research Questions………………………………………………. 8 Theoretical Framework…………………………………………… 9 Bricolage and critical theory…………………………….. 9 Colonialism……………………………………………… 11 Decolonization…………………………………………... 13 Post-colonial theory……………………………………… 14 Positioning as Researcher………………………………………… 15 Honouring Indigenous wisdom and perspectives……….. 16 Roots…………………………………………………….. 17 Privilege…………………………………………………. 19 POWER IN PLACES, POLICIES, AND PEDAGOGIES v Aporetic moments and dissonance………………………. 21 Becoming researcher…………………………………….. 22 CHAPTER II: Binders, Glue Sticks, and a Box of Tissues…………………….. 24 Section 1: Preparing for Reconciliation………………………….. 24 Importance of story……………………………………… 24 Trauma…………………………………………………... 26 Social devaluation……………………………………….. 27 Transformative education……………………………….. 29 Hegemony and hidden curriculum……………………… 30 Inquiry as stance………………………………………… 31 Happiness and the goodlife……………………………… 32 Section 2: Engaging in Reconciliation…………………………… 33 Truth and Reconciliation Commission of Canada………. 33 Reconciliation…………………………………………… 35 Research in the context of Truth and Reconciliation……. 36 Language…………………………..……………………. 39 Naming …….…………………………………………… 43 Human resources, experiential learning, and ceremony… 49 CHAPTER III: Scissors, Sketchbook, and a 3 Hole Punch…………………….. 51 Bricolage as Methodology………………………………………... 51 Ethical space…………………………………………….. 53 Critical Discourse Analysis……………………………… 54 Data Collection…………………………………………………… 55 Aboriginal academic achievement………………………. 55 School names……………………………………………. 56 POWER IN PLACES, POLICIES, AND PEDAGOGIES vi My personal discourse…………………………………… 57 Analyzing the Data……………………………………………….. 58 Aboriginal academic achievement………………………. 60 School names…………………………………………….. 61 My personal engagement in reconciliation……………… 62 Limitations and Ethical Considerations…………………………... 63 Move to innocence………………………………………. 63 Generalizations of Indigenous peoples………………….. 64 Sustainability and appropriation………………………… 64 Criticality………………………………………………… 65 Getting political………………………………………….. 65 Reflexivity and bias……………………………………… 66 CHAPTER IV: Rulers, Erasers, and Whiteout………………………………….. 69 Part A: Aboriginal Academic Achievement……………………… 69 The discourse of Aboriginal academic achievement…….. 69 Unpacking the term Aboriginal………………………….. 70 Rhetoric………………………………………………….. 72 Overarching macrostructures……………………………. 74 Part B: School Names…………………………………………….. 78 Overarching macrostructures……………………………. 79 Logic of elimination…………………………………….. 79 Omissions and marginalization………………………….. 81 Key themes………………………………………………. 83 Important trends…………………………………………. 96 Part C: Artistic Representation of Findings……………………… 97 POWER IN PLACES, POLICIES, AND PEDAGOGIES vii Artist’s statement/reflections…………………………….. 98 CHAPTER V: Washable Markers, Highlighters, and Running Shoes……….. 102 Reflecting on the Research Questions……………………………. 102 Calls to Action……………………………………………………. 106 Conclusions……………………………………………………….. 113 References………………………………………………………... 117 POWER IN PLACES, POLICIES, AND PEDAGOGIES viii List of Tables Table 1 Sampling of School Name Data…………………………………………… 88 Table 2 Sampling of School Name Data…………………………………………… 90 POWER IN PLACES, POLICIES, AND PEDAGOGIES ix List of Figures Figure 1 Visual Overview of the Thesis……………………………………………... 2 Figure 2 Sample of Arts-informed Approach……………………………………….. 3 Figure 3 Connecting to the TRC…………………………………………………….. 34 Figure 4 Bricolage as Methodology…………………………………………………. 52 Figure 5 Overview of the Study……………………………………………………… 56 Figure 6 Screen-clipping of WSD School Names…………………………………… 58 Figure 7 Visual Representation of Findings…………………………………………. 98 Figure 8 Art Installation……………………………………………………………... 101 POWER IN PLACES, POLICIES, AND PEDAGOGIES x Preface My understandings of reconciliation are evolving a process Ebb and flow of Re-defining/thinking/teaching/learning/living/oppressing/giving/imagining At a conference on reconciliation, my mind engaged but not yet my heart A presenter shows a model for reconciling cultural differences, until a participant opposes: uncomfortable dilemmas? is that the way to describe the death of my child, communities in crises, suicides generations of families t/born apart? living through centuries of oppression, institutionalized racism as we continue to sit and listen to people who know best between cement walls of the institution Whitewashing the problem and the solution Like a prophet she speaks on behalf of her community, her nation, her son Condemns our ignorance, the patronizing of a Eurocentric approach, thinking outside a new f/box trap We don’t have time for this model talking as if it’s history children continue to be taken everyday the millennial scoop communities pleading for help from leaders who have not seen or felt the consequences maintaining un/healthy distance I hear you the presenter responds in attempt to show solidarity (undermining but not yet understanding) You listen with your ears but not with your heart As the woman tried to leave the room, like eagles the women flocked to her and embrace her one by one Recognizing her pain, the communities suffering