Research work · 2014
Dream Weaving as Praxis: Turning Culturally Inclusive Education and Anti-Racist Education Into a Decolonial Pedagogy
Danielle Lorenz
in education
Abstract
Utilizing the parameters of the dreaming phase in the decolonizing framework developed by Poka Laeuni (2009), this paper investigates how culturally inclusive education and anti-racist education philosophies have been posited as potential approaches to decolonizing Canadian K-12 schools. To examine how culturally inclusive education manifests in Ontario’s K-12 system as a result of the Ontario First Nation, Métis, and Inuit Educational Policy Framework, this paper explores three topic areas. First, I provide a literature review of culturally inclusive education; second, I offer a literature review of anti-racist education; and third, having assessed the shortcomings of the two pedagogies previously, I conclude that neither culturally inclusive education nor anti-racist education are sufficient alone as decolonizing strategies. From this analysis, I hypothesize that by weaving components of the two pedagogies together, a possible decolonizing framework may be created. Keywords: education; culturally inclusive education; anti-racist education; Indigenous education; decolonization