草榴社区

(eBook) 

The Foundations Guide is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia. These guides are the result of the Indigenization Project, a collaboration between BCcampus and the Ministry of Advanced Education, Skills and Training. The project was supported by a steering committee of Indigenous education leaders from BC universities, colleges, and institutes, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, and Métis Nation BC. These guides are intended to support the systemic change occurring across post-secondary institutions through Indigenization, decolonization, and reconciliation. 

(eBook) 

A Guide for Curriculum Developers is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia. These guides are the result of the Indigenization Project, a collaboration between BCcampus and the Ministry of Advanced Education, Skills and Training. The project was supported by a steering committee of Indigenous education leaders from BC universities, colleges, and institutes, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, and Métis Nation BC. These guides are intended to support the systemic change occurring across post-secondary institutions through Indigenization, decolonization, and reconciliation. 

(eBook) 

A Guide for Teachers and Instructors is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia. These guides are the result of the Indigenization Project, a collaboration between BCcampus and the Ministry of Advanced Education, Skills and Training. The project was supported by a steering committee of Indigenous education leaders from BC universities, colleges, and institutes, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, and Métis Nation BC. These guides are intended to support the systemic change occurring across post-secondary institutions through Indigenization, decolonization, and reconciliation. 

(eBook) 

A Guide for Leaders and Administrators is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia. These guides are the result of the Indigenization Project, a collaboration between BCcampus and the Ministry of Advanced Education, Skills and Training. The project was supported by a steering committee of Indigenous education leaders from BC universities, colleges, and institutes, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, and Métis Nation BC. These guides are intended to support the systemic change occurring across post-secondary institutions through Indigenization, decolonization, and reconciliation. 

(eBook) 

A Guide for Front-Line Staff, Student Services, and Advisors is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia. These guides are the result of the Indigenization Project, a collaboration between BCcampus and the Ministry of Advanced Education, Skills and Training. The project was supported by a steering committee of Indigenous education leaders from BC universities, colleges, and institutes, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, and Métis Nation BC. These guides are intended to support the systemic change occurring across post-secondary institutions through Indigenization, decolonization, and reconciliation. 

(Free – University of Toronto, through Coursera) 

Intended for both Aboriginal and non-Aboriginal learners, this course will explore indigenous ways of knowing and how they can benefit all students. Topics include historical, social, and political issues in Aboriginal education; terminology; cultural, spiritual and philosophical themes in Aboriginal worldviews; and how Aboriginal worldviews can inform professional programs and practices, including but not limited to the field of education. 

(Free – University of Alberta, through Coursera) 

Indigenous Canada is a 12-lesson Massive Open Online Course (MOOC) that explores Indigenous histories and contemporary issues in Canada. From an Indigenous perspective, this course explores key issues facing Indigenous peoples today from a historical and critical perspective highlighting national and local Indigenous-settler relations. Topics for the 12 lessons include the fur trade and other exchange relationships, land claims and environmental impacts, legal systems and rights, political conflicts and alliances, Indigenous political activism, and contemporary Indigenous life, art and its expressions. 

(Free – University of Saskatchewan) 

This is a series of interactive modules that you can do on your own to begin your learning journey. The intent of the modules is to present knowledge of historical and contemporary context, such that you can then participate in the other in-person programming offered through Indigenous Voices. Each module will take you approximately 3 hours, and it is recommended you give yourself a few days between each module. You will need time to absorb and reconcile the information. It is not the intention that taking these modules will replace in-person interaction with Indigenous Voices staff, it is merely the initial step. 

(Free – University of British Columbia, through EdX) 

This course will help you envision how Indigenous histories, perspectives, worldviews, and approaches to learning can be made part of the work we do in classrooms, organizations, communities, and our everyday experiences in ways that are thoughtful and respectful. In this course, reconciliation emphasizes changing institutional structures, practices, and policies, as well as personal and professional ideologies to create environments that are committed to strengthening our relationships with Indigenous peoples. 

(written for the University of Regina) 

“This document was designed to support [URegina] faculty toward the goals of Indigenization. This document was designed to address not only the definition of Indigenization but the objectives set forth in the university strategic plan. Indigenization must be understood and implemented as working toward the “transformation of the academy” as defined by the 2 Indigenous Advisory Circle. Below are 100 Ways to begin discussion and action with your faculty colleagues. This list is not exhaustive, and is informed by both the theory and practice of Indigenizing and decolonizing the academy.” 

(Article)

“While attending to Indigenous thought is crucial, a focus on "Indigenizing" might actually help to avoid self-critical work toward decolonization on the part of the university. Instead, work aimed to always decolonize, for example through the support of Indigenous knowledge (social, political, linguistic, etc.) in situ, might better resist exploitative moves on the part of the university and the state, as well as set the ground for thinkers to pay attention to the already coherent narratives of Indigenous people.” 

(Paper)

“If universities are ‘Indigenizing’ but not ‘decolonizing’, then the efforts amount to nothing more than window dressing... Decolonization of Canadian academe calls for a total dismantling of the structures of oppression in the academy. It requires an intense commitment to actually transforming the structures themselves.” 

(Article)

“Indigenizing the academy is ‘really about transforming the university at its very core,’ says Shauneen Pete, an associate professor of education and executive lead for indigenization at the University of Regina. ‘It’s about recentring indigenous world views as a starting point for that transformation and it’s a process of institutional decolonization.’” 

(Length 1:03:09 | Dr. Spencer Lilley) 

Library and information institutions are colonial constructs that have collected and organized indigenous knowledge, but are they really inclusive? Using examples from Canada and New Zealand, this talk considers whether the answer to this question is to decolonize these institutions or to focus on indigenizing them. 

(Length: 7:59 | Dr. Jo-ann Archibald) 

Jo-ann Archibald, Professor and the director of NITEP (Native Indian Teacher Education Program) at the Department of Educational Studies (EDST), as well as the associate dean for Indigenous Education at the Faculty of Education at UBC, talks about what 'Indigenizing the curriculum' means and how it can be practiced.