©, 2021 Diane H. Conrad, Etienna Moostoos-Lafferty, Natalie Burns, Annette Wentworth This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ Document generated on 02/01/2022 12:39 p.m. McGill Journal of Education Revue des sciences de l'éducation de McGill Decolonizing Educational Practices through Fostering Ethical Relationality in an Urban Indigenous Classroom Décoloniser les pratiques éducationnelles en favorisant la relationalité éthique en classe autochtone en milieu urbain Diane H. Conrad, Etienna Moostoos-Lafferty, Natalie Burns and Annette Wentworth Volume 55, Number 2, Spring 2020 URI: https://id.erudit.org/iderudit/1077978ar DOI: https://doi.org/10.7202/1077978ar See table of contents Publisher(s) Faculty of Education, McGill University ISSN 1916-0666 (digital) Explore this journal Cite this note Conrad, D., Moostoos-Lafferty, E., Burns, N. & Wentworth, A. (2020). Decolonizing Educational Practices through Fostering Ethical Relationality in an Urban Indigenous Classroom. McGill Journal of Education / Revue des sciences de l'éducation de McGill, 55(2), 486–495. https://doi.org/10.7202/1077978ar Article abstract To foster the success of young Indigenous learners, our study partnered with an urban Indigenous school in Alberta’s capital region. This paper explores the decolonizing practices that emerged through the ethical relationships developed with students and staff guided by the Cree wisdom teachings of wîcihitowin and wahkohtowin. A group of Indigenous and Canadian university and school-based co-researchers worked with a class of students over four years (from grade 6 to 9) incorporating Indigenous knowledges with the mandated Social Studies curriculum. The teachings included Cree language, land-based activities, ceremony and story. Students expressed appreciation for the teachings and the opportunities they had experienced over the course of the study; it was a small step towards decolonizing education.