Treaties, Truths and Transgressive Pedagogies: Re-Imagining Indigenous Presence in the Classroom


  • Margaret Kovach



Treaty, Indigenous, formal schooling, transgressive, pedagogy, dialogue


This essay contemplates the context of treaty and the values it offers as a way to imagine anew a just relationship between Indigenous and non-Indigenous peoples within the particular context of education. It begins with a theoretical meandering of sorts, a ‘thinking it through piece’, and asks, ‘What does the treaty relationship, as envisioned by Indigenous peoples, teach us about critical and respectful pedagogy? What are the tensions and contradictions involved in teaching from and through treaty. The essay then explores the implications of a treaty lens within formal schooling through including both Indigenous and non-Indigenous perspectives. Situating treaty within identity, relationship, and a sacred dialogue, the focus is less on treaty or treaties themselves and but rather explores the spirit and possibility of ‘treaty’, as imagined by Indigenous peoples, in thinking about transgressive pedagogies and practicing transformative dialogue.

Author Biography

Margaret Kovach

Margaret Kovach is of Plains Cree and Saulteaux ancestry and a member of Pasqua First Nations. She is an Associate Professor at the College of Education, University of Saskatchewan. As an active researcher, Margaret's key interests lie in the field of Indigenous research with a specific focus on the importance of upholding Indigenous knowledges in post-secondary sites as pathway for transforming the academy.