Learn more about the Faculty of Arts & Science, Teaching & Learning Community of Practice
Facilitator: Kerry Taylor, Assistant Professor, Teaching Stream, Criminology & Sociolegal Studies
In “CRI364: Indigenous Peoples and Criminal Justice,” I often have students ask, “what can I do?” Rather than providing an answer, I have asked myself how I might encourage students to turn theory, or learning, into meaningful action. Last year, I developed a group assignment where students reviewed and chose a Call to Action from either the Royal Commission on Aboriginal Peoples, the Truth and Reconciliation Commission, or the Inquiry on Missing and Murdered Indigenous Women and Girls. Each group was asked to collectively decide upon an action to be carried out, by applying guiding principles of relevance, respect, responsibility and reciprocity (Kirkness & Barnhardt, 2001) and arguments from “Decolonization Is Not A Metaphor” (Tuck & Yang, 2013). In a 10-minute video, shared with the class, groups were asked to communicate what they learned from doing rather than just thinking—sharing their action, their process, their unlearning and relearning. After watching each groups’ video, students completed an individual reflection for grading. In this session, I will discuss the learning objectives and outcomes of the assignment, share thoughts about grading and assignment delivery, and reflect on my place as a facilitator of active decolonial learning.
Self-enroll in the FAS Teaching and Learning Community of Practice Quercus shell to access materials (slides, articles, video recordings, etc.) from past CoP sessions.