A Deeper Understanding of Cultural Safety, Colonising and Seating in a Teacher Education Program: A Preliminary Study

Ed Harrison; Peter McKay; Marsha Spencer; Bernadette Trimble

doi:10.1017/jie.2017.7

Authors

Ed Harrison University of Northern British Columbia Ringgold Standard Institution
Peter McKay University of Northern British Columbia Ringgold Standard Institution
Marsha Spencer University of Northern British Columbia Ringgold Standard Institution
Bernadette Trimble University of Northern British Columbia Ringgold Standard Institution

DOI:

https://doi.org/10.1017/jie.2017.7

Keywords:

teacher education, postsecondary classroom, territory place, First Nations, cultural safety

Abstract

This preliminary study considers the implications of where students of Aboriginal descent sat in a teacher education classroom, its significance in relation to the space of the classroom, the importance of the place to the individual and its links to creating a climate of cultural safety in the classroom. Six students from two cohorts of varying sizes were interviewed as to why they sat where they did in the classroom and why the place where they sat remained relatively stable. The study uses quotations from the students and reflectively seeks to understand their experience in the class. Risking themselves in a university context which itself is the product of the very colonisers who created the conditions for cultural genocide through residential schools. It is tentatively concluded that where First People sit in the classroom maybe reflective of the territory to which they belong.

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