Working in Circle and Online

Abstract

Finding a starting place to act on the Truth and Reconciliation Commissions Calls to Action (62-2) to “…educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms” may create anxiety for non-Indigenous instructors to take up this directive 'in a good way'. Recent literature exploring the use of online circles have found that it can offer a more relational learning environment which is often absent in the virtual world. Opening the circle with meaningful land acknowledgements can be a decolonizing action when it grounds participants in responsibilities and accountabilities to Indigenous land, people, and pedagogies. Being in circle then leads to sharing one's self openly and honestly to build authentic and supportive relationships. When co-learning through working in circle is actualized, participants build upon what is shared by others and together create a richer and more nuanced whole. In closing the circle, the group reflects on how this process has changed them and identify what will be taken back to mentors for guidance. Circle work as a relational praxis facilitates decolonization, student support, co-learning, and mentorship within post-secondary field education programs, enhancing online connections.