May 3, 2019
Wiley Online Library
This article presents an evolving transformative praxis referred to as “a pot-latch methodology” to establish wholistic truth and reconciliation engage-ment for diverse classroom compositions, drawing on traditional ways ofknowing in the authors’ H ́ı ̃lzaqv (Heiltsuk) and Skwxw ́u7mesh (Squamish)communities.1The Potlach is a high-context (ancient, culturally and spir-itually informed) approach designed to apply intercultural/transformativelearning concepts necessary for witnessing greater intergenerational learn-ing and success. At the micro level, the method can be used to engage yourstudents and to design your lessons plans and rubrics; at the macro level,its utility can also serve to respectfully engage community scholars to helpindigenize your institution (Wilcox et al. 2008). In this article, we modelthe ways in which we create inclusive teaching spaces by incorporating ourIndigenous languages, storytelling, and ways of knowing and learning intoour courses and teaching approaches. For example, as you read the arti-cle, you may notice the ways in which we articulate our positionality andsources of knowledge to create an inclusive learning space, or the ways inwhich we infuse traditional academic writing with storytelling, argumen-tation, and unique concepts from our cultures, represented in our originallanguages and spelling in order to decolonize academic discourse.