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Abstract
This article focuses on how the Truth and Reconciliation Commission (TRC) of Canada’s Calls to Action pertain to early childhood education. The author, who is a student and soon to be educator, traces her understanding of reconciliation within early childhood spaces by considering the TRC call to develop culturally appropriate Aboriginal early childhood education programs. Incorporating her recent learning, she explores curriculum, language, parents, community, and treaty relationships. She questions her own previously held assumptions around dominant discourses of success and reflects on new understandings of reconciliation gained in her program of study.
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