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Cited by 6Indigenous Health, Education, and RightsIndigenous and Place-Based EducationMigration, Education, Indigenous Social Dynamics

Truth and Decolonization: Filling the Educator Achievement Gap Darn It!

Csontos, Janet·2019·American Review of Canadian Studies
DOI 10.1080/02722011.2019.1590430
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Abstract

Public attention on the systemic oppression of Indigenous people in Canadian Residential Schools raised by the Truth and Reconciliation Commission (TRC) marks a possible turning point for Canada to enter a respectful relationship with First Nations. Calls for widespread education initiatives that promote Indigenous perspectives indicate a path to reconciliation. However, access to this path is obstructed by two barriers: 1) recurring colonial approaches to enacting Indigenous education policies; and 2) teachers’ bewilderment upon facing such a steep learning curve. In an attempt to overcome these barriers, I designed a workshop to assist educators and I approached teachers to engage on a grassroots level. The workshop developed from a combination of critical policy analysis and autoethnography to provide an accessible overview of Canada’s legacy of colonialism. Delivery of the workshop revealed participants’ readiness to learn about colonization in Canada, while exposing the need for capacity building within the Ontario public education system for Indigenous leadership to direct TRC initiatives.

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Crossref · 10.1080/02722011.2019.1590430

Cites

33 of 33 references verified0 citation errors · 0 not checkable

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  • Maintaining the invisibility of Indigenous voices in Canadian schools affirms the assimilatory goals of residential schools and strengthens limiting stereotypes of Indigenous people founded in settlers' imaginations.

    “According to Csontos (2019), 'maintaining the invisibility of Indigenous voices in Canadian schools affirms the assimilatory goals of residential schools and strengthens limiting ste -reotypes of Indigenous people that are founded in the imaginations of settlers' (p. 167).”

    From Education Leadership in K-12 Systems from a Métis Worldview: Infusing Education Leadership with an Understanding of Wâhkôhtowin (2025) · cites this paper as Csontos, 2019

  • Evidence of the need for a direct connection to Indigeneity within the education leadership framework was provided by Csontos's (2019) recounting of a principal leadership program in Ontario with no Indigenous content or reference to colonialism while including a video that denigrated Indigenous knowledge.

    “Evidence of the need for a direct connection to 'Indigeneity' within the education leadership framework was provided by Csontos's (2019) recounting of a recent personal experience attending a principal leadership program in Ontario in which there was no Indigenous content or reference to colonialism, while also including a video as part of the program in which a statement was made that denigrated”

    From Education Leadership in K-12 Systems from a Métis Worldview: Infusing Education Leadership with an Understanding of Wâhkôhtowin (2025) · cites this paper as Csontos, 2019

  • This learning needs to be led by Indigenous people and supported by educational leaders.

    “As I learned from the experience of Csontos (2019), this learning needs to be led by Indigenous people and supported by educational leaders.”

    From Education Leadership in K-12 Systems from a Métis Worldview: Infusing Education Leadership with an Understanding of Wâhkôhtowin (2025) · cites this paper as Csontos, 2019

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Authors
Csontos, J.
Affiliations
York University (CA)
Corresponding author
Csontos, Janet
Venue
American Review of Canadian Studies
Publisher
Informa UK Limited
Published
2019-01-02
Volume
49
Issue
1
Pages
150-186
ISSN
  • 0272-2011 (ISSN-L)
  • 1943-9954
DOI
10.1080/02722011.2019.1590430
OpenAlex
W2942231620
Cited by
5
References
35
Citations by year
2026: 2 · 2022: 2 · 2021: 1
FWCI
0.73
Type
journal article
Language
en
Open access
closed
Locations
The American Review of Canadian Studies (publishedVersion)
Topics
  • Social Sciences › Health › Indigenous Health, Education, and Rights
  • Social Sciences › Education › Indigenous and Place-Based Education
  • Social Sciences › Cultural Studies › Migration, Education, Indigenous Social Dynamics
Keywords
Truth and Reconciliation Commission, decolonization, indigenous education, residential schools, colonialism, teacher professional development, Indigenous perspectives, reconciliation, indigenous leadership, capacity building, First Nations, teacher workshops

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