Critical Self-Reflexivity:

A Pedagogical Tool To Foster Personal And Professional Engagement As Reconciliation


  • Cindy Gaudet Campus Saint-Jean, University of Alberta
  • Jade Lewis Campus Saint-Jean



The purpose of this article is to share a student’s critical reflexivity process in an effort to overcome the insecurity confronted by the expectations of Indigenous-Settler reconciliation. The critical self-reflexivity we present is an essential practice to unlearn colonialism with the aim to foster critical thinking as a move towards a reconciliatory approach to education. Paulette Regan’s (2014) provoking research speaks to insecurity as a barrier to moving forward. Inspired by teachings of relational accountability and an Indigenous education course taught by an Indigenous female scholar, critical self-reflexivity is one of the pedagogical approaches to surpass insecurity and engage in reconciliation in more meaningful ways. Based on this experience, critical social justice pedagogies inspire Settlers to begin the process of acknowledging their privilege, power, perspective and the ways in which dominant knowledge production perpetuates inequities, injustice and marginalization. This article contributes to critical pedagogy in practice as demonstrated by a student’s critical reflection.

Author Biography

Jade Lewis, Campus Saint-Jean

I am a 4th year undergraduate Education student at Campus Saint-Jean, University of Alberta. This publication is important to me because for me this article represents something I can do for reconciliation. If my voice can lead to the propagation of a tool for decolonization especially in the education system which is a colonized institution. This exploration for me was a very personal journey, but one I wish to share. As a descendant of settlers it is my responsibility to acknowledge my colonial perspectives and serve as a model to others of my community to may wish to undertake a personal decolonization.