Cross-Curricular, Inquiry-Based Collaborative Learning in Support of Truth and Reconciliation
DOI:
https://doi.org/10.18357/otessaj.2024.4.2.79Keywords:
truth and reconciliation, inquiry, secondary school, k12, cross-curricular, project-based learning, collaboration, co-teaching, graduate projectAbstract
This project was conducted at Fort St. James Secondary School in the Nechako Lakes School District, which is in Northern British Columbia, Canada. Three high school teachers from different disciplines (Social Studies, Digital Media, and Carpentry) launched a cross-curricular inquiry-based project in partnership with local knowledge holders and School District 91, focusing on truth and reconciliation, which connected the learners in their high school with the broader community, including knowledge holders from the local Indigenous communities. Those engaged in the project examined questions around what truth and reconciliation meant to the learners and its significance. This project was completed in 2021 and resulting products included a legacy wall, installed as a permanent fixture in the school, containing individual learning represented in motifs, design of the feather using wood from around the world, and a video documentary containing interviews from school and community stakeholders.
References
BC Ministry of Education. (2018). Social studies 10. Canada and the world: 1914 to the present. https://curriculum.gov.bc.ca/curriculum/social-studies/10/core
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791 DOI: https://doi.org/10.1080/10888691.2018.1537791
First Nations Education Steering Committee. (n.d.). First Peoples principles of learning. https://www.fnesc.ca/wp/wp-content/uploads/2020/09/FNESC-Learning-First-Peoples-poster-11x17-hi-res-v2.pdf
Houghton, D., Soles, G., & Vogelsang, A. (2021). Inquiry-based collaborative learning: Supporting a paradigm shift towards a technology-integrated shared classroom [Master’s project, University of Victoria]. UVicSpace. http://hdl.handle.net/1828/12925
Houghton, D., Soles, G., Vogelsang, A., Irvine, V., Prince, G., Prince, L., Martin, C., Restoule, J.P., & Paskevicius, M. (2021). Truth and reconciliation through inquiry-based collaborative learning. Proceedings of the Open/Technology in Education, Society, and Scholarship Association (OTESSA) Conference, 2(1), 1–8. https://conference.otessa.org/index.php/conference/article/view/126 DOI: https://doi.org/10.18357/otessac.2022.2.1.126
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Deirdre Houghton, Gary Soles, Andrew Vogelsang, Valerie Irvine, Francois "Guy" Prince, Leona Prince, Carla Martin, Jean-Paul Restoule, Michael Paskevicius
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to the OTESSA Journal agree to release their articles under the Creative Commons Attribution 4.0 International (CC BY 4.0) license. This licence allows this work to be copied, distributed, remixed, transformed, and built upon for any purpose provided that appropriate attribution is given, a link is provided to the license, and changes made were indicated.
Authors retain copyright of their work and grant the OTESSA Journal right of first publication.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the OTESSA Journal.
