Abstract

Critical interest in Aboriginal and other non-mainstream works challenges established notions of literariness and canonicity, spilling over into the classroom and curriculum development, where instructors of various disciplines must make decisions about what they will teach, and how and why they will teach it. The ramifications of such decisions are multifaceted and often compounded by fear, raising concerns regarding the scope and the ways in which teachers or post-secondary instructors are accountable for the ethical treatment of texts by so-called minority writers and to the broadening demographic of students. Teachers/instructors must themselves construct an ethical framework for inclusion of texts for study, and often do so with only tenuous support. For example, what are the rights of educators to engage with texts that fall outside of their cultural experience? If instructors are not exempt from the ethical considerations facing researchers, how do they become accountable without excluding or appropriating contentious materials in the scope of their work? Liberatory pedagogical practices in the classroom provide the backdrop against which an ethics of inclusion can develop and consequently inform the development of curricula and the creation of syllabi, as well as the facilitation of classroom dynamics in an atmosphere of cultural richness and diversity.