Publication Date

11-26-2025

Document Type

Article

Publication Title

Brock Education Journal

Volume

34

Issue

2

DOI

10.26522/brocked.v34i2.1241

First Page

27

Last Page

43

Abstract

This article explores the use of Talking Circles as a decolonizing pedagogical practice within higher education, grounded in Indigenous epistemologies and relational worldviews. Drawing on the works of Indigenous scholars such as Graveline, Wilson, Archibald, and Simpson, the article positions Talking Circles not merely as instructional strategies but as ceremonial, spirit-centered pedagogies that resist the Eurocentric hierarchical and individualistic norms of Western academia. Through autoethnographic reflection and student narratives from undergraduate and graduate education courses, the article demonstrates how Talking Circles foster relational accountability, ethical engagement, and transformative learning. By centering oral tradition, reciprocity, and communal learning, Talking Circles reconfigure the classroom as a space of collective inquiry and healing. The article also addresses the ethical considerations of integrating culturally grounded practices within institutional contexts, emphasizing the importance of protocol, consent, and community accountability. Ultimately, this work contributes to ongoing efforts in pedagogical resurgence and educational sovereignty, offering a framework for structurally embedding Indigenous ways of knowing in curriculum development, pedagogy, practice, and institutional change.

Comments

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Creative Commons License

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This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Counselor Education

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