Quote - "Re-education begins with “reflexivity,” a practice whereby students acknowledge their group identity and think about how their privilege (or lack thereof) influences how they think, what they believe, and who they are. Western University’s mandatory Aboriginal Education course provides an example. My classmates and I were required to write a two-part “De-colonizing Autobiography” where we were asked to consider our “relationship to colonialism.” After having described (and presumably atoned for) this relationship, we were to explain how we would incorporate “de-colonizing pedagogy” into our classrooms, and why we felt such a pedagogy is important for all Canadians to be subjected to. The University of British Columbia defines de-colonizing pedagogies as “teaching and learning approaches that both acknowledge and deconstruct structures of power” in an effort to “create space for, and give legitimacy to, Indigenous ways of knowing.” The notion that Ontario teachers must accept “Indigenous ways of knowing” as legitimate is problematic. It is necessary for Indigenous ways of knowing to be taught in our schools. Indeed, the study of Canadian history would be incomplete otherwise. It is concerning, however, that some believe that the Indigenous worldview should be universally accepted and free from criticism." https://newdiscourses.com/2020..../07/postmodern-inqui

A Postmodern Inquisition: Faculties of (Re)-Education? - New Discourses
newdiscourses.com

A Postmodern Inquisition: Faculties of (Re)-Education? - New Discourses

Ironically, today’s activists closely resemble Galileo’s inquisitors.