Teacher-researcher spotlight
Dr . Brandon Needham
Interview with Dr . Brandon Needham , Principal of Melville Comprehensive School ( MCS ) and 2020 CBC Future 40 Winner , who successfully defended his dissertation , " Critical Action Research : How One School Community Lives out the Truth and Reconciliation Commission ’ s Calls to Action ," on February 16 , 2021 . Co-supervisors were Dr . Twyla Salm and Dr . Jennifer Tupper . Committee members were Dr . Michael Cappello , Dr . Anna-Leah King , and Dr . Amber Fletcher . External examiner was Dr . Nicholas Ng-A-Fook ( University of Ottawa ).
Why did you choose to do your graduate degree at the Faculty of Education , University of Regina ?
I completed a Bachelor of Arts degree in history , Bachelor of Education – major in physical education and minor in history , and a Master ’ s degree in curriculum studies from the University of Saskatchewan ( U of S ). I chose the University of Regina ( U of R ) for my doctoral work based on the reputation of the school , specifically , the notable research being conducted in the area of treaty and Indigenous education . My supervisor , and former U of R Dean of Education , Dr . Jennifer Tupper ’ s seminal work in treaty education became the basis to explore areas of reconciliation education .
The University of Regina was also one of the only doctoral programs not requiring a one-year residency for doctoral students , which allowed me to study and continue my job as an in-school administrator . This was very important for me , as I was not able to take an education leave from my school division to pursue a doctorate . The flexibility in the graduate programs at the U of R makes academia more accessible to those educators who still want to remain connected to a K-12 context and for that I was grateful .
What were the circumstances that led you to your research topic for your dissertation ?
Having enrolled in the winter term of 2015 , just as the Truth and Reconciliation Commission ’ s final report and the subsequent release of the Calls to Action occurred , this topic seemed timely . Prior to choosing this topic , I had conducted a research project with Dr . Michael Cottrell from the U of S on the implementation of treaty education through treaty catalyst teachers . My doctoral work was an evolution of this earlier work , which sought to investigate the challenges and opportunities in teaching students about the Indian Residential School ( IRS ) project .
What need were you identifying ?
In my time as a classroom teacher and an in-school administrator I have identified hesitancy from students and staff to engage fully in the teaching and learning of treaty education , and other Indigenous topics found in the curriculum . This was initially the case for me , too , as I began my teaching career . Having grown-up in a town void of experiences with Indigenous peoples , I had to ( un ) learn many of the things I had come to know about Indigenous peoples . Through my various educational experiences , I gained a more nuanced understanding of myself as a White settler and the privilege that accompanies that position . Wanting to create meaningful change in my school community towards the goals of the TRC , this project offered the opportunity to invite others to consider their privileged positions . Much of the research conducted to this point had been with teacher-candidates ; I felt that conducting the research project in my school may serve to help clarify the complexities of reconciliatory work in K-12 contexts .
Briefly outline your research question and findings .
The study was informed by the following research question : “ What actions can a school community take to engage in the TRC Calls to Action to become a site where truth and reconciliation become possible ?”
The findings of the study have been encapsulated in the following way : By living out the Calls to Action in our school community we learned to :
Begin with ourselves
• Locate oneself in the context of settler-colonialism by confronting the various ways we have and continue to be shaped by it .
• Understand the context of where the work is happening , seeking to understand the community we wish to transform .
• Build capacity in ourselves so as to engage respectfully in difficult conversations we encountered on our journey of reconciliation .
• Practice critical reflection and understand that the journey toward reconciliation is on-going and evolves with time .
Walk alongside Indigenous peoples on this journey
• Bear witness to truth-telling ( survivor stories and other Indigenous counter-stories ).
• Build and foster respectful relationships with Indigenous community members .
• Create a support network ( Indigenous organizations , community groups , academic institutions ) to assist in the journey .
Engage in disruptive work
• Work collectively and
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