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Learning, Teaching and Leading Toward Reconciliation
Presented by: Jennifer Tupper & Dr. Brooke Madden
Date(s):
Thursday, January 25, 2018 | 9:00 AM - 3:30 PM
Session Location:
Central Alberta Regional Consortium 8 Page Avenue, Red Deer, AB
About the Session:

This professional development experience will invite participants into careful considerations of the ways in which educators might ethically integrate First Nations, Metis, and Inuit knowledge, content and perspectives into pedagogical practices and school communities. Drawing on current research and scholarship in anti-colonial education, it will offer foundational knowledge about treaties and the treaty relationship in relation to both the prescribed and lived curriculum of schools. Further, it will highlight a number of successful initiatives that have been undertaken by schools, teachers, and educational leaders in response to the Truth and Reconciliation Calls to Action. Finally, this interactive session will create spaces for participants to think together about what it means to teach, learn, and lead toward reconciliation.

About the Presenter(s):
Jennifer Tupper

Jennifer received her B.Ed. for the University of Alberta in 1994, her M.Ed. from the University of British Columbia in 1998, and came back to the U of A where she completed her PhD. in 2004.  She joined the University of Regina in 2004 as a member of faculty, going on to serve as Secondary Program Chair (2009), Associate Dean (2011-2014), and Dean of Education (2014-2017).  She returned to the U of A in July 2017 to serve a five-year term as Dean of the Faculty of Education. Her research areas include critical citizenship education, treaty education, and anti-colonial education

 

Jennifer’s current research and scholarship explores the efforts of Faculties of Education to take up the Truth and Reconciliation ‘Calls to Action’, how schools can become sites for truth and reconciliation, and how teachers, working at the cultural interface, are integrating Indigenous content, knowledge, and perspectives in their teaching practice. In 2009, she received the Canadian Association of Curriculum Studies Outstanding Publication Award for her co-authored article “Teaching Treaties as (un)Usual Narratives; Disrupting the Curricular Commonsense” and has continued to provide important leadership in Treaty Education throughout the country.

 

In addition to publishing numerous articles, reports, and researching regionally and internationally, Jennifer is a passionate leader in education who takes seriously the importance of leading educational change in a time of truth and reconciliation.  On the personal note Jennifer has two daughters, both whom have been inspired by their mother’s work creating an environment where social justice issues are thoughtfully discussed, deeply explored and passionately enacted. 

Dr. Brooke Madden

Dr. Brooke Madden is from Tecumseh, Ontario, situated on the territory of the McKee Treaty, No. 2 and the traditional land of the Wendat and the Three Fires Confederacy of First Nations – the Ojibwa, the Odawa, and the Potawatomi. She works to acknowledge both her Indigenous and settler ancestry in complex ways that attend to colonial relations of power and productions of privilege, as well as honour her relations while resisting appropriation of traditional knowledges and experiences that are not her own.
Brooke earned a BScH and BEd from the University of Windsor, a MEd with a focus on Indigenous education from Lakehead University, and a PhD in Curriculum Studies from the University of British Columbia. She taught secondary science education in remote and urban schools in Northern Ontario before beginning graduate studies. Prior to working as an Assistant Professor of Aboriginal Teacher Education, she held a position as a Postdoctoral Researcher in the Department of Educational Policy Studies at the University of Alberta.
Brooke’s research focuses on the relationship between teacher identity and teacher education on the topics of Indigenous education and truth and reconciliation education. Brooke has also published on whiteness, decolonizing processes, and teacher identity; school-based Indigenous education reform; and Indigenous and decolonizing research methodologies. You are most likely to find her exploring on foot, planning how to combine her love of media and anti-oppressive pedagogy, or with her nose in a book.

Cancellation Policy:

Request for cancellation or refund must be received in writing (fax/email) at the CARC office a minimum of 3 FULL business days prior to the event start, or registration fees will apply and refunds will not be issued. If you are unable to attend a session and unable to provide three FULL business days’ notice, please feel free to delegate an alternate to attend in your place.
Cancellation notices should be sent to npenney@carcpd.ab.ca.

Registration Deadline: January 22, 2018
Cost: $70.00
Focus(es): First Nations, M├ętis, and Inuit
Grade Level(s): K-12
Audience: Central Office Superintendents, Associates, Curriculum Leads, School Administrators, School Lead Teachers