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ABSTRACT
This paper reports on an auto ethnographic examination of my identity, my positionality, and my role in reconciliation with Indigenous peoples in Canada and to decolonising and indigenising the academy through my research and teaching practices. It is an individual response to the Truth and Reconciliation Commission of Canada (TRC) calls to Action. I weave in personal narratives, theory, and poetry to engage with deep reflection on my lived experiences and the historical and social contexts that have influenced the construction of my identity and educational praxis. I examine these experiences within the context of colonisation, moving from historical to current perspectives and its specific implications within the Canadian context. Intersectionality and Indigenous theories and perspectives guide this examination. The aim is to further my understanding of Indigenous issues and to prepare myself to be an active and effective agent in the process of reconciliation with Indigenous peoples. The insights I have gained and share in this paper may inspire other educators to initiate their own journeys.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Gloria Ramírez
Gloria Ramírez has been collaborating with the Secwepemc community on various language revitalisation initiatives for the past 10 years. They currently are implementing and examining an intergenerational Secwepemctsín learning model funded through the Social Sciences and Humanities Research Council of Canada and developing curricula with funding from the First People’s Cultural Council.