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The Dalhousie Anti-Colonial Course Design Forum

Wednesday, February 19 & Thursday, February 20
10 a.m.–3:30 p.m.
Hyflex: Online & In-Person (Killam Library, Ko’jua Okuom and B400)

Link to register for the event (opens in new window)*
*In-person registration is now closed.

Curated to advance our collective understanding and implementation of anti-colonial course design, this two-day hyflex (in-person and online accessible) event offers workshops and sessions with the aim of bringing together educators who are actively engaged or interested in exploring anti-colonial approaches within their teaching practices. With a diverse disciplinary range of presenters from Dalhousie and Mount Saint Vincent University, facilitators and participants will engage with themes such as centering Mi’kmaw perspectives, community-engaged course design, challenges associated with anti-colonial course design, and land and/or community-based teaching & learning. In addition to these sessions, a Curiosity & Connection Space is being held at the end of each day (2:45-3:30 p.m.), as a gathering space intended to foster dialogue, encourage collaboration, and support relationship building among participants. 

Coffee, tea, water, and lunch will be provided for in-person attendees.

Creating an accessible and optimal learning environment is paramount for the CLT: please email us at clt@dal.ca to let us know if you anticipate any barriers we will need to remove in the learning environment, or if there is anything in particular you feel we should know that will best facilitate your learning experience. The information you share will be kept confidential and only shared with the session facilitators.
We also ask that participants be respectful of those with significant allergies and avoid wearing perfume, aftershave, cologne, and highly scented hairspray, soaps, lotions, and shampoos.
 


Forum  Location

Killam Library

6225 University Avenue, Halifax, NS

Rooms

Ko’jua Okuom

Room B400 (basement)


Program

 

Wednesday, February 19

10–10:15 a.m.

Welcome and Opening


10:15–11:15 a.m.

Resisting Colonialism in Occupational Therapy


11:15–11:30 a.m.

Break

11:30 a.m.–12:30 p.m.

Community-Engaged Course Design


12:30–1:30 p.m.

Lunch - Vegetarian chili and bannock provided or bring your own

1:30–2:15 p.m.

The Pedagogy of Care and Decolonization: Moving with Care in Child & Youth Study


1:30–2:30 p.m.

The Kinu Tourism Project: an Indigenous-informed Tourism and Hospitality Management Program at MSVU


2:30–2:45 p.m.

Break 

2:45–3:30 p.m.

Connection & Curiosity Space


Thursday, February 20

 

10–11 a.m.

Case study of the 2024 pilot Indigenous land-based field course


11–11:15 a.m. 

Break

11:15 a.m.–12 p.m.

Walking the Talk, Taking Small Steps Forward: Reflections & Lessons from Designing a Course on Inclusive Computing


12:05–12:30 p.m.

Designing AGRI 2002 Mi’kmaw Natural Resources


12:30–1:30 p.m. 

Lunch - wraps provided or bring your own

1:30–2:30 p.m.

Capacity Building for Navigating Decolonization in Teaching

Anti-Colonial Course Design Circle Discussion


2:30–2:45 p.m.

Break

2:45–3:30 p.m.

Curiosity & Connection Space


Questions?

Reach out to one the the Forum Co-Organizers:

Rachelle McKay
Rachelle McKay, MA (she/her)
Educational Developer (Indigenous Knowledges and Ways of Knowing)
Rachelle.McKay@dal.ca
Shazia Nawaz Awan
Shazia Nawaz Awan, Ed.D.
Educational Developer (Internationalization & Intercultural Competency)
shazia.awan@dal.ca
Tereigh Ewert
Tereigh Ewert (she/her)
Senior Educational Developer (Anti-oppressive and Transformative Education)
tereigh.ewert@dal.ca
Kate Thompson
Kate Thompson, PhD (she/her)
Educational Developer (SoTL)
thompskm@dal.ca

Acknowledgement of Wabanaki Territory

We recognize that Dalhousie University campuses are located on the unceded and traditional territories of the Mi’kmaq, Wolastoqey, and Peskotomuhkati peoples. We are grateful to live, work, and be able to hold this event in Mi’kma’ki, as uninvited guests to this territory. As educational developers and educators seeking to decolonize our teaching and learning practices, we aim for our work to be informed by the guidance and wisdom of Indigenous scholars, Elders, and knowledge holders. We are extremely grateful for the Indigenous faculty, students, and staff contributing to this event and encourage Indigenous community members from Dalhousie, Mi’kma’ki, the Wabanaki Confederacy, and beyond to attend.

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