Gaps and Tensions Within Reconciliation in Secondary Education: A Review of Current Literature
| dc.contributor.author | Candice Cook | |
| dc.date.accessioned | 2025-05-01T16:09:34Z | |
| dc.date.available | 2025-05-01T16:09:34Z | |
| dc.date.issued | 2021-04-16 | |
| dc.description | I first set out to write this paper as a policy analysis on the revised Alberta Education Teaching Quality Standards (TQS), which has become one of the central policies in secondary schools to address the Truth and Reconciliation Commission’s calls to action. I wanted to analyze the policy to understand what is clearly stated and what is missing, and how this might impact how secondary schools are currently practicing reconciliation. As I reviewed the literature related to reconciliation and decolonization in education, I found that the literature in these areas presented some gaps and tensions. In light of this, I found it to be important to shift my focus. In response to the literature, the purpose of this paper will be to provide a review of the literature on reconciliation and decolonization as they relate to secondary education. | |
| dc.identifier.doi | https://doi.org/10.7939/r3-5t94-w108 | |
| dc.language.iso | en | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc/4.0/ | |
| dc.subject | Literature review | |
| dc.subject | education | |
| dc.subject | Reconciliation in school contexts | |
| dc.subject | Decolonization | |
| dc.subject | Indigenous perspective | |
| dc.subject | Indigenous theoretical framework | |
| dc.title | Gaps and Tensions Within Reconciliation in Secondary Education: A Review of Current Literature | |
| dc.type | http://purl.org/coar/resource_type/c_1843 | |
| ual.jupiterAccess | http://terms.library.ualberta.ca/public |
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