Decolonising Pedagogy and Promoting Student Well-Being

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Published: Dec 14, 2023
DOI: https://doi.org/10.28963/6.2.2
Keywords:
Indigenous, pedagogy, decolonisation, decolonization, cultural safety, Indigenous ways of knowing, Indigenous education

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Catherine Richardson/Kineweskwêw
Nicolas Renaud

Abstract

In this paper, we position ourselves as Indigenous educators, involved in the creative healing arts, through filmmaking and community-based therapy. We discuss through an ongoing conversation our decolonising approaches to teaching and education, with a view to upholding student well-being and creating ‘communities of care’ in the classroom. This approach includes integrating the natural world into the process, encompassing Indigenous worldview, values and relationality with Mother Earth.

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How to Cite
Richardson/Kineweskwêw, C., & Renaud, N. (2023). Decolonising Pedagogy and Promoting Student Well-Being. Murmurations: Journal of Transformative Systemic Practice, 6(2), 19–36. https://doi.org/10.28963/6.2.2
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Vol. 6 No. 2 (2023): Decolonising Systemic Practice
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Articles
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Author Biographies

Catherine Richardson/Kineweskwêw

Catherine Richardson/Kineweskwêw, Ph.D. is a member of the Métis Nation of British Columbia; she has Metis, Gwich’in, Cree, Orkney and English ancestry.  She is the Director of First Peoples Studies at Concordia University in Tiohtià:ke/Montreal.  Cathy is a psychotherapist and co-founder of the Centre for Response-Based Practice.  She supervises community workers, including counsellors working with Indigenous community members.  Her research involves projects related to Indigenous well-being, youth and violence cessation and recovery.  She teaches First Peoples Studies students at Concordia as well as offering trainings in response-based and Indigenous, dignity-centered practice.  Cathy is the mother of three children and has published six books, the most recent ones entitled “Facing the Mountain:  Indigenous Healing in the Shadow of Colonialism Speaking the Wisdom of Our Time” and “Structural Violence Against Youth in Canada:  Speaking Out and Pushing Back.”  Catherine is interested in promoting healing, recovery and well-being in a spirit of dignity and social justice.

Nicolas Renaud

Nicolas Renaud is an Assistant Professor in First Peoples Studies at Concordia University in Tiohtia:ke/Montreal. He is also a filmmaker and installation artist, creating work in a variety of mediums since the 1990s. He received the Emerging Canadian Filmmaker Award (for best 1st feature-length documentary) at Toronto’s Hot Docs Festival in 2013 for the film Brave New River (La Nouvelle Rupert). His areas of interest in research, teaching, and artistic work, include: Wendat worldview and history, wampum belts, environmental issues, cinema, visual arts, colonialism, and decolonization. He is of mixed Indigenous and Québécois heritage and is a member of the Huron-Wendat First Nation of Wendake (Qc).
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