Knowledge as the Gift: Our Journey in De-Centering Colonial Knowledge Structures in Physical and Health Education Teacher Education

Abstract

We begin by extending our deep appreciation to the Lək̓ʷəŋən (Songhees and Xʷsepsəm/Esquimalt) and W̱SÁNEĆ Peoples, whose traditional territory provides us with places to learn, teach, and sustain ourselves. We are uninvited guests on their traditional and ancestral Lands. As non-Indigenous people we are required to confront our complicity in colonialism and uphold our responsibilities to Indigenous peoples and Lands. In this reflective paper, we interweave duo-ethnographic narrative and critical self-reflection with theoretical literature to interrupt and transform our Physical and Health Education teacher education (PHETE) practices through de-centering colonial practices and Indigenization. Willingness to sit with the complex emotions and contradictions that arise was imperative and we approach our learning journey with humility at the forefront. We reflect critically to prepare for reconciliation in relationships with Indigenous and non-Indigenous colleagues, students, and communities, and develop strategies for meaningfully pursuing this work throughout our careers and lives.