Envisioning SoTL Through a Lens of Indigenous Cultural Continuity
DOI:
https://doi.org/10.29173/isotl683Keywords:
Indigenous paradigm, Approaches to SoTL, Critical SoTL, identity, DialogueAbstract
This paper is a renditioning of a closing keynote presentation I delivered at the 2022 Symposium for the Scholarship of Teaching and Learning – A Decade of Imagining SoTL: Looking Back, Looking Ahead hosted by the Mokakiks Centre for SoTL with Mount Royal University, Calgary, Alberta, Canada. The presentation highlighted how as SoTL researchers and educators, we are engaged in a deep relationship with knowledge - with our own knowledge and that of our students. These characteristics of SoTL hold parallels with Indigenous pedagogies, ways of knowing and the embodiment of knowing. This keynote brought possibilities to the fore through an Indigenous lens that sees knowledge generation as a site of continuous transformation. Through a critical discussion of key principles of an Indigenous paradigm, and illuminating that which is not taught, we might construct a praxis-based vision of SoTL that centers equity and relational accountability.
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