Behind the Lectern: The motivating instability of teaching


  • Terry Provost Dawson College


empathy, decolonisation, role, instability, community of practice


This response piece engages in the conversation initiated by Maggie McDonnell and Teresa Strong-Wilson on professional identity. It ponders the question of my role as a college-level professor of art history. Whereas numerous academic institutions have started to decolonise curricula to promote diverse perspectives, certain students, believing multiculturalism applies to all across the board, show indifference in learning decolonised points of view. Here, I examine some of these challenges and the several sides of my role as teacher.

Author Biography

Terry Provost, Dawson College

holds a PhD in the humanities and currently works in the fields of art history and francisation.


Beauclair, N. (2015). Épistémologies autochtones et décolonialité : réflexions autour de la philosophie interculturelle latino-américaine. Recherches amérindiennes au Québec, 45(2-3), 67–76.

Berry, V. (2008). Les communautés de pratique : notes de synthèse. Pratiques de formation – Analyses, 54, 11-47.

Eckmann, M. et Eser Davolio, M. (2002). Chapitre 1. Philosophie de base de notre approche. Dans M. Eckmann et M. Eser Davolio, Pédagogie de l’antiracisme : aspects théoriques et support pratiques (p. 7-26). Genève : IES Ed. Le Mont-sur-Lausanne : LEP.




How to Cite

Provost, T. (2022). Behind the Lectern: The motivating instability of teaching. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(2). Retrieved from



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