Ensemble mentorship as a decolonising and relational practice in Canada

Inspired by collaborating on a shared vision of reconciliation, three authors explore ethical relationality and the practical ways in which their heterarchical ensemble mentorship serves to decolonise advance reconciliation for university teaching learning. As Indigenous non-Indigenous educators, we are buoyed those developing decolonising Indigenising strategies formerly colonised regions. Seen as promising interruption neoliberal approach education, embrace possibilities imagining creating an space universities where is prioritised service social justice. While complex nature within Canadian context begets tension highlights what often conflicting value systems academe, maintain that innovations learning possible now globally disrupted terrain students, faculty, administrators, leadership contend with unknown, encounter collectivist traditions, tentatively decolonisation avenue towards inclusive empowering education. In possible, build upon knowledge traditions work studies scholars propose 'ensemble mentorship' between students faculty collaborative practice.