Sandra D. Styres is of Kanien'kehá:ka, English, and French descent. She is Associate Professor and a Canada Research Chair at the Ontario Institute for Studies in Education of the University of Toronto. Arlo Kempf is Assistant Professor of Equity and Antiracism Education at the Ontario Institute for Studies in Education of the University of Toronto.

"This is crucially important work at this time, as universities, provincial education boards, and school districts grapple with their responses to the TRC. The contributors to Troubling Truth and Reconciliation in Canadian Education continue dialogues around reconciliation, decolonization, and Indigenization in schools at every level across Canada and offer real and actionable insights for educational leaders and teachers.” Shannon C. Leddy, University of British Columbia

• vii ForewordJAN HARExiii Acknowledgementsxv A Troubling Place to Start: Reconciliation in CollapseARLO KEMPF, SANDRA D. STYRES, LIZA BRECHBILL AND LUCY EL-SHERIFITheoretical Perspectives on (Ir)reconciliation: Polishing the Silver Covenant Chain1 | Discovering Truth in the Post-TRC Era: Morality and Spirituality Discourses in the Reconciliatory Journeys of SchoolsFRANK DEER2 | Indigenous Resiliency, Renewal, and Resurgence in Decolonizing Canadian Higher EducationMICHELLE PIDGEON3 | Uncomfortable Realities: Reconciliation in Higher EducationDAWN ZINGA4 | Contested Knowledges: Indigeneity, Resistance, and Black Theorizing in AcademiaGEORGE J. SEFA DEI (NANA ADUSEI SEFA TWENEBOAH)5 | Some of Us Are More Canadian Than Others: Pedagogies of Citizenship and Learning Racialized SettlerhoodLUCY EL-SHERIF AND MARK SINKE6 | The Performativity of Reconciliation: Illusory Justice and the Site C DamRACHEL YACAAʔAŁ GEORGE7 | Beyond Curricula: Colonial Pedagogies in Public SchoolingTOBY ROLLOIIReconceptualizing Reconciliation in Education: Teaching and Learning in Right Relation8 | Reconciliation and Relational Ethics in EducationSANDRA D. STYRES AND ARLO KEMPF9 | Exploring Tensions in Taking Up the Call for Reconciliation in Teacher EducationLYNNE WILTSE10 | Troubling Trespass: Moving Settler Teachers Toward DecolonizationDANIELA BASCUÑÁN, MARK SINKE, SHAWNA M. CARROLL, AND JEAN-PAUL RESTOULE11 | Talking It Through, Talking Through It: A Dialogue on Indigenizing EducationCELIA HAIG-BROWN AND RUTH GREEN12 | Recalling the Spirit and Intent of Indigenous LiteraturesJENNIFER BRANT13 | Teaching Indigenous Studies in a Time of Reconciliation: An Anticolonial Approach Toward Postcolonial AwarenessDAVID NEWHOUSE AND ROBIN QUANTICK14 | Contemporary Colonialism and Reconciliation in Higher Education: A Decolonial Response Through RelationalityJEANNIE KERR AND AMY PARENTContributors"

Sandra D. Styres is of Kanien'kehá:ka, English, and French descent. She is Associate Professor and a Canada Research Chair at the Ontario Institute for Studies in Education of the University of Toronto. Arlo Kempf is Assistant Professor of Equity and Antiracism Education at the Ontario Institute for Studies in Education of the University of Toronto.

"This is crucially important work at this time, as universities, provincial education boards, and school districts grapple with their responses to the TRC. The contributors to Troubling Truth and Reconciliation in Canadian Education continue dialogues around reconciliation, decolonization, and Indigenization in schools at every level across Canada and offer real and actionable insights for educational leaders and teachers.” Shannon C. Leddy, University of British Columbia

• vii ForewordJAN HARExiii Acknowledgementsxv A Troubling Place to Start: Reconciliation in CollapseARLO KEMPF, SANDRA D. STYRES, LIZA BRECHBILL AND LUCY EL-SHERIFITheoretical Perspectives on (Ir)reconciliation: Polishing the Silver Covenant Chain1 | Discovering Truth in the Post-TRC Era: Morality and Spirituality Discourses in the Reconciliatory Journeys of SchoolsFRANK DEER2 | Indigenous Resiliency, Renewal, and Resurgence in Decolonizing Canadian Higher EducationMICHELLE PIDGEON3 | Uncomfortable Realities: Reconciliation in Higher EducationDAWN ZINGA4 | Contested Knowledges: Indigeneity, Resistance, and Black Theorizing in AcademiaGEORGE J. SEFA DEI (NANA ADUSEI SEFA TWENEBOAH)5 | Some of Us Are More Canadian Than Others: Pedagogies of Citizenship and Learning Racialized SettlerhoodLUCY EL-SHERIF AND MARK SINKE6 | The Performativity of Reconciliation: Illusory Justice and the Site C DamRACHEL YACAAʔAŁ GEORGE7 | Beyond Curricula: Colonial Pedagogies in Public SchoolingTOBY ROLLOIIReconceptualizing Reconciliation in Education: Teaching and Learning in Right Relation8 | Reconciliation and Relational Ethics in EducationSANDRA D. STYRES AND ARLO KEMPF9 | Exploring Tensions in Taking Up the Call for Reconciliation in Teacher EducationLYNNE WILTSE10 | Troubling Trespass: Moving Settler Teachers Toward DecolonizationDANIELA BASCUÑÁN, MARK SINKE, SHAWNA M. CARROLL, AND JEAN-PAUL RESTOULE11 | Talking It Through, Talking Through It: A Dialogue on Indigenizing EducationCELIA HAIG-BROWN AND RUTH GREEN12 | Recalling the Spirit and Intent of Indigenous LiteraturesJENNIFER BRANT13 | Teaching Indigenous Studies in a Time of Reconciliation: An Anticolonial Approach Toward Postcolonial AwarenessDAVID NEWHOUSE AND ROBIN QUANTICK14 | Contemporary Colonialism and Reconciliation in Higher Education: A Decolonial Response Through RelationalityJEANNIE KERR AND AMY PARENTContributors"