Inaugural UBC Faculty of Education Reconciliation and Decolonization Alumni Award Recipients

Marjorie Dumont’s ancestral name is C’tan of the Wet’suwet’en and Gitxsan Nations. She is a distinguished Indigenous educator and leader deeply committed to reconciliation and decolonization. “Marjorie’s teaching practice has spanned many settings over her 25-year long career, both on and off reserve, rural and urban, in mainstream as well as Indigenous-focus schools.”

Marjorie’s dedication shines through her innovative lesson plans and resources, which educate students about Indigenous cultures and histories, and also empower them as agents of justice. Her influence extends beyond the classroom, as she bridges Indigenous and settler communities within the BC Teachers Federation (BCTF), advocating for anti-racism and decolonization. She has also contributed significantly to the BC Teachers Council, lowering barriers for educators from diverse backgrounds.

Notably, Marjorie has played a pivotal role in decolonizing teacher education programs in British Columbia’s post-secondary institutions. Her leadership style emphasizes listening, respect, humility, and reciprocity, highlighting the importance of land, language, and culture in identity and belonging.

Marjorie is an exceptional leader-educator, and her profound impact on reconciliation and decolonization efforts in educational institutions has and will continue to serve the community and inspire communities for years to come.

Mindy Carter is a dedicated educator and researcher who has made significant contributions to reconciliation and decolonization efforts in education. She initiated and led the McGill Faculty of Education’s “We Will Walk Together” event, which has evolved into a community-wide gathering promoting healing, learning, and engagement between Indigenous and non-Indigenous peoples becoming a symbol of hope and unity.

Mindy’s scholarly contributions encompass her book, “Smallest Circles First” (2022), delving into the response of pre-and in-service teachers in Montreal, Quebec, to the calls to action by Canada’s Truth and Reconciliation Commission. It offers insights into using drama and theatre education to introduce Indigenous perspectives into classroom curriculum, bridging theory and practice.

Furthermore, Mindy secured substantial funding for her project, “Responsibilities and Reconciliatory Praxis,” which focuses on implementing the calls to action within teacher education in Quebec. This grant supports efforts to re-envision Indigenous education courses, create educational resources, and align teacher education programs with professional competencies related to Indigenous education.

Mindy’s dedication to reconciliation and decolonization is evident in her contributions to scholarship, teaching, and community engagement. Her work serves as an exemplary model for educators and researchers alike.