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Indigeneity in Education
Some ways to Indigenize and decolonize curriculum:
- acknowledge traditional territories of First Peoples using a variety of mediums (in lectures, course outlines and web-based course architecture, e.g. Blackboard)
- works with Elders and Knowledge Keepers to infuse cultures into curriculum
- understand Indigenous worldviews, the distinction and diversity of Indigenous People by language, cultures and regions
- include Indigenous perspectives and learn about and use Indigenous pedagogical approaches
- visit Indigenous communities for field trips, events, and feasts
- incorporate talking circles to facilitate communication (circle methodology)
- respect and recognize rights for distinctive Indigenous customs, spirituality, traditions and practices
- use Indigenous Principles of Learning such as experiential, and lifelong learning approaches
- use the oral tradition, telling stories, with guest speakers such as Elders, Knowledge Keepers and community leaders
- use Indigenous research methodologies
- use Indigenous authored texts, articles and books
- use Indigenous film
- hire Indigenous instructors
Ministry of Advanced Education, Skills and Training - Professional Learning Series
A learning series for public post-secondary staff to begin or supplement ways to Indigenize the institution and professional practice.
Indigenization as Inclusion, Reconciliation, and Decolonization: Navigating the Different Visions for Indigenizing the Canadian Academy
Following the release of the Truth and Reconciliation Commission of Canada’s Calls to Action, Canadian universities and colleges have felt pressured to indigenize their institutions. What "indigenization” has looked like, however, has varied significantly. Based on the input from an anonymous online survey of 25 Indigenous academics and their allies, we assert that indigenization is a three-part spectrum.
Switching from Bloom to the Medicine Wheel: creating learning outcomes that support Indigenous ways of knowing in post-secondary education
Based on a review of works by Indigenous educators, this paper suggests a four-domain framework for developing course outcome statements that will serve all students, with a focus on better supporting the educational empowerment of Indigenous students. The framework expands the three domains of learning, pioneered by Bloom to a four-domain construction based on the four quadrants of the Medicine Wheel , a teaching/learning framework that has widespread use in the Indigenous communities of North America (Native American, First Nation, Metis, Inuit, etc.).
What is Intersectionality?
YouTube: Kimberlé Crenshaw explains in less than 2 minutes.