Excerpted from Abstract

This article is based on my dissertation study exploring how Indigenous knowledges were experienced by non-Indigenous students in an ECE diploma program at a Canadian college. Analysis of participants’ stories through the lens of critical pedagogy helped identify experiences with Indigenous knowledges and Reconciliation. Critical reflection on these experiences identified key findings: 1) the promise of transformative learning, 2) an acceptance of the truths and realities of Canadian history, and 3) the necessity of experiencing Indigenous knowledges. Through the metaphor of building a nest, I see transformative learning, truth telling, and inclusion of Indigenous knowledges as a path toward Reconciliation of Indigenous and non-Indigenous peoples within early childhood education programs.