Hewitt, Jeffery G.Franks, Scott James2020-11-132020-11-132020-082020-11-13http://hdl.handle.net/10315/37924Many Canadian law schools are in the process of implementing the Truth and Reconciliation Commissions Call to Actions #28 and #50. Promising initiatives include mandatory courses, Indigenous cultural competency, and Indigenous law intensives. However, processes of social categorization and racialization subordinate Indigenous peoples and their legal orders in Canadian legal education. These processes present a barrier to the implementation of the Calls. To ethically and respectfully implement these Calls, faculty and administration must reduce racial stereotyping and prejudice against Indigenous peoples and Indigenous legal orders in legal education. I propose that social psychology on racial prejudice and stereotyping may offer non-Indigenous faculty and administration a familiar framework to reduce the harm caused by settler beliefs, attitudes, and behaviors to Indigenous students, professors, and staff, and to Indigenous legal orders. Although social psychology may offer a starting point for settler harm reduction, its application must remain critically oriented towards decolonization.Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.EducationElectronic Thesis or Dissertation2020-11-13Settler harm reductionLegal educationIndigenous peoplesIndigenous legal ordersTruth and Reconciliation CommissionRacial stereotypingRacial prejudiceRacial discriminationCanadian law schoolsIndigenous legal educationIndigenous studentsIndigenous professorsSettler studentsSettler professorsIntegrated threat theoryIntergroup threat theoryContact theoryIntergroup contactRacializationCultural competencyPrejudice reductionDecolonization