Learning to Infuse Indigenous Content in Physical Education: A Story of Growth towards Reconciliation

This paper documents our initial response to the Truth and Reconciliation Commission of Canada as White settler-Canadian pre-service students and educators learning about appropriately integrating Indigenous content for all students in physical education. Through storytelling we describe our in-clas...

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Bibliographic Details
Published in:PHENex journal 2019-03, Vol.10 (2)
Main Authors: Lorusso, Jenna R, Watson, Kaitlyn, Brewer, Jocelyn, Hubley, Madison, Lenders, Reid, Pickett, Megan
Format: Article
Language:English
Subjects:
Multiculturalism & pluralism
Native education
Native North Americans
Physical education
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Summary:This paper documents our initial response to the Truth and Reconciliation Commission of Canada as White settler-Canadian pre-service students and educators learning about appropriately integrating Indigenous content for all students in physical education. Through storytelling we describe our in-class and post-course experiences evaluating physical education resources that infuse Indigenous content. Course documents, meeting artefacts, and reflections were thematically analyzed and reflect our concerns regarding independent planning, time and research involved, and feelings of lacking relevant knowledge; and our questions about addressing stereotypes with students, and balancing complexity with classroom constraints. We navigated these dilemmas by engaging with critical multiculturalism. Attending more closely to our experience of learning to plan for cultural infusion allowed us to shift from a liberal to critical multicultural lens that benefited our growth towards facilitating reconciliatory education. We suggest emphasis on the process and experience of learning to plan for cultural infusion to allow for critical growth.
ISSN:1918-8927