What does it mean for non-Indigenous educators to work towards decolonizing their teaching? 

In this thoughtful and deeply reflective episode, Salli Carter and Gillian Thomas-Martin explore the responsibility non-Indigenous educators hold in truth and reconciliation.

Together, they unpack the lasting impacts of colonialism within education systems, workplace learning environments, and institutional culture.

Gillian shares her personal journey of examining her identity, understanding her relationship to colonialism, and navigating the emotional complexities that often arise for non-Indigenous educators doing this work.

They also discuss how corporate learning and development differs from traditional classroom teaching, how productivity and compliance often overshadow humanity, and why educators play a critical role in disrupting colonial systems embedded in learning structures.

This conversation is honest, challenging, and essential listening for educators navigating their role in reconciliation. It invites educators to pause, reflect, and consider how they can engage more intentionally in decolonizing their teaching practices and contributing meaningfully to Truth and Reconciliation efforts.

Whether you work in higher education, K–12, professional development, or corporate learning, this episode offers essential insights for educators committed to ethical, relational, and transformative teaching.

Gillian shares multiple resources throughout the episode that we encourage you to check out further. 

• Office of the Provincial Health Officer's Unlearning and Undoing White Supremacy Project description and recorded webinar:  Introduction to Unlearning & Undoing White Supremacy and Racism in the Office of the Provincial Health Officer - Province of British Columbia

 Sharing Our Metaphors by Kate Jongbloed on Prezi

• Textbook WAYI WAH! Indigenous Pedagogies by Jo Chrona:  Wayi Wah! Indigenous Pedagogies | Portage & Main Press/HighWater Press 

Gillian’s digital post-it note to herself: 

Questions I have learned to ask myself before I approach an Indigenous friend or colleague:

• Am I entitled to this information? If yes, why do I feel entitled to it?
• Can I find the answer on my own by observing or researching? 
• Do I have the skills to assess resources for authentic Indigenous perspectives? Can I distinguish between the perspective of an individual Indigenous person or of a collective Peoples? So for example, is this an advocacy position I’m reading on social media from an activist, or because I live on the unceded territories of the Quw’utsun Nation, is this something Quw’utsun community and governments are advocating for?
• What is my intention in asking an Indigenous colleague or friend for information?
• What is my relationship like with that colleague or friend? (consider formal titles and past interactions)
• How can I ask permission to ask my questions without triggering any trauma? Have I considered how I will respond if they say no?
• How will I make sure I don’t create an expectation for my Indigenous colleagues and friends to help me process my emotional reaction to what I learn?
• How can I build trust and reciprocity, and not just knowledge extraction?

Time Stamps 

00:00 – Introduction
02:34 – Gillian’s Journey into Corporate Teaching & Learning
08:25 – Declaration on the Rights of Indigenous Peoples Act & Public Service Implications
10:25 – What Is My Relationship with Colonialism? Self-Reflection for Educators
16:25 – "The Copper Pot" & Allyship in Decolonizing Education
20:00 – "Wayi Wah! Indigenous Pedagogies" & Teaching Resources
26:40 – Unlearning, Self-Reflection & Growth for Educators
33:15 – Reconciliation Initiatives in Higher Education
40:15 – Truth and Reconciliation: Dismantling Colonial Systems in Education
43:00 – Advice for New Educators: Reflection, Responsibility & Growth

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