Shifting Settler-Teacher Mindsets: Critical Self-Reflection on Positionality, Bias, and Privilege

Utilizing the Following Their Voices (FTV) education initiative, a framework designed to raise the educational achievement of Saskatchewan’s First Nations, Métis and Inuit (FMNI) students by enhancing relationships between students and teachers, this study examines settler-teacher FTV participants’ abilities to explore positionality, bias, privilege, and critical self-reflection for improving the educational experiences for Indigenous students. Current research lacks insight into how settlerteachers examine and process mindsets deeply ingrained with Eurocentric ideals and colonial identities; to foster change in FNMI students’ educational experiences, it is essential to evaluate the FTV initiative through participant insight, as these mindsets significantly impact those experiences. Critical race theory provides the overarching lens while an interpretivist research methodology is used to make meaning of the participants’ interpretations. The major findings indicate that implementation, lack of continuity, and not normalizing critical self-reflection proved to hinder progress throughout the program and continues to be a barrier. For authentic, sustained change to occur, consistent critical self-reflection, affective processing, and meaning making are recommended to enhance relationships and learning outcomes for Indigenous students.