Kadir, Bibi Anthazia2023-03-012023-03-012019https://unbscholar.lib.unb.ca/handle/1882/13863This research examines the complexities of teaching via culturally responsive practices in an Indigenous classroom in Saskatchewan. Through critical discourse analysis, I argue that culturally responsive teaching became more effective when I refuted my preconceptions that my pedagogy would be accepted by the Indigenous community. This research questions my practice as an educator and reveals how I reconciled with the community as I negotiated my identity as an educator and my perceptions about teaching in this context. Through critical reflective analysis, I explore the challenge of deconstructing hegemonic ideals and structures in the classroom. This study suggests the hoped-for transformation is possible. It occurred when students and I began to look inward through radical contemplative practices while relying on anti-oppressive theories. We learned to critically examine the oppressions of past generations to move forward. My research demonstrates that daily reflection allowed change and the creation of an anti-oppressive culture, although the process was complex. Keywords: anti-oppressive, auto-pilot, culturally responsive teaching, contemplative pedagogy, embodied, Eurocentric, oppression, whiteness.text/xmlvii, 128 pageselectronicen-CAhttp://purl.org/coar/access_right/c_abf2master thesis2023-03-01Rose, SherryEducation