ABSTRACT
With the 2015 publication of Canada’s Residential Schools: Reconciliation: The Final Report of the Truth and Reconciliation Commission of Canada, reconciliation between Indigenous peoples (First Nations, Métis, and Inuit) and settler Canadians occupies an important place in public conversation and has become an increasingly pressing public issue in Canada. This chapter, covering the period 2015–2020, offers a Canadian viewpoint in Indigenous-engaged education as demonstrated at the School of Library and Information Studies, located on Treaty 6 territory, the territory of the Papaschase, and the homeland of the Métis Nation, in Edmonton, Alberta, Canada. It is organized by an introductory context, a chronology of relevant activities and their relationship to guiding principles, reflection, and an appendix with readings and resources recommended by alumna Ashley Edwards, informed by her own exploration of her Indigenous ancestry. This chapter has the potential to inform responsibility and accountability in library and information studies education and educational experience that transcend the specific Canadian viewpoint. For example, for considering advancements in recruitment and retention, teaching and learning, experiential learning, community-engaged research and scholarship, and citizenship or academic service in the global academic enterprise.
