STLHE 2016 SAPES

In 2015, the world had its eye on Canada as the Truth and Reconciliation Commission broadcast its report. The new Prime Minister made bold commitments to take action on the 94 recommendations. Two universities made an Indigenous studies course mandatory for all students while the Ministry of Education in BC finally incorporated the history and impact of residential schools in the K-12 curriculum. How must we prepare ourselves to be effective educators in a time of Indigenous resurgence and settler reconciliation? How are we prepared to teach effectively across complex diversities, shifting paradigms of praxis, varying teaching modalities (i.e., online, on campus, blended), and unprecedented diversity of students? “The changing educational landscape places critical demands on teachers to be culturally and pedagogically competent in addressing issues of globalization, racism, diversity, and social justice, and in creating an equitable and inclusive learning environment for all students” (Guo, 2014, p. 1).




Shifting paradigms and praxis of teaching and learning are crucial to meet the diversity of student expectations, skills, and learning styles that will prepare them to work successfully in the complex and quickly changing world in this digital age. In this session, I aim to illustrate the complex identity markers that we all hold as teacher and student and the power and privilege that come with them. I will give practical strategies for inclusive pedagogy and introduce how to develop cultural acumen.


The primary learning outcome will be to gain insight and knowledge on all of our diversities and how it affects educational equity through a fast-paced activity that can be adapted by educators. Finally, I hope to inspire educators to make proactive changes to foster more welcoming and socially just universities in a post-TRC Canada.