| Summary: | This article reports on a participatory action research project conducted in Francophone schools in Alberta in order to provide teacher training related to the integration of Indigenous knowledge and perspectives into the curriculum, as well as advice and direction related to Education for Reconciliation. Anchored in multilingual and intercultural education, this project comes from the language-awareness movement, while also borrowing from Indigenous education and Decolonizing Education fields. The article presents a reflection on ways in which Indigenous epistemological, methodological and pedagogical approaches can lead us to rethink different dimensions of language awareness programs in a situation of linguistic revitalization and reconciliation. In doing so, it invites us to enrich our conceptual framework by viewing multilingual and intercultural education as vectors of humanism and social engagement.
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