Abstracts
Abstract
Given the UNDRIP’s assertion of Indigenous Peoples’ rights to their education and knowledge systems, and in the wake of the Truth and Reconciliation Commission of Canada’s calls to action, many Canadian Universities are considering “Indigenizing the Academy.” Yet, the meaning of such undertaking remains to be clarified. This article explores trans-systemic approaches as a possible avenue for “Indigenizing the Academy,” and, more specifically, what Indigenous higher education programs and institutions can contribute to a trans-systemic approach to education. Considering two existing models I encountered in my doctoral research, namely the Intercultural approach as developed in the Andes (García et al., 2004; Mato, 2009; Sarango, 2009; Walsh, 2012), and land-based pedagogy as developed in North America (Coulthard, 2017; Coulthard & Simpson, 2016; Tuck et al., 2014; Wildcat et al., 2014), I argue they present trans-systemic elements that would allow us to re-think the frameworks in which to engage with Indigenous Peoples’ rights and knowledge systems in the mainstream academy. What could be learned from the principles and practices of these two Indigenous higher education philosophies to articulate Indigenous knowledge into trans-systemic education in the mainstream academy in ways that foster solidarity and mutual understanding between Indigenous and non-Indigenous people?
Keywords:
- Indigenous higher education,
- trans-systemic education,
- intercultural education,
- land-based pedagogy,
- decolonization
Appendices
Bibliography
- Alfred, T. (2008). Peace, power and righteousness, an Indigenous manifesto (2nd ed.). Oxford University Press.
- Alfred, T., & Corntassel, J. (2005). Being Indigenous: Resurgences against contemporary colonialism. Government and Opposition, 40(4), 597-614.
- Bala, A., & Gheverghese, J. G. (2007). Indigenous Knowledge and western science: The possibility of dialogue. Race & Class, 49(1), 39-61.
- Barinaga, E., & Parker, P. S. (2013). Community-engaged scholarship: Creating participative spaces for transformative politics. Tamara Journal of Critical Organisation Inquiry, 11(4), 5-11.
- Barnhardt, R. (1991). Higher education in the Fourth World: Indigenous people take control. Canadian Journal of Native Education, 18(2), 199-213.
- Battiste, M. (1986). Micmac literacy and cognitive assimilation. In J. Barman, Y. Hébert, & D. McCaskill (Eds.), Indian education in Canada: The legacy (Vol. 1, pp. 23-44). UBC Press.
- Battiste, M. (Ed.). (2000). Reclaiming Indigenous voice and vision. UBC Press.
- Battiste, M. (2005). Indigenous knowledge: Foundations for First Nation. World Indigenous Nations Higher Education Consortium (WINHEC) Journal, 1, 1-17.
- Battiste, M. (2013). Decolonizing education. Nourishing the learning spirit. University of British Columbia Press.
- Battiste, M., & Youngblood Herderson, J. S. (2000). Protecting indigenous knowledge and heritage: A global challenge. UBC Press and Purich Publishing
- Beck, D. R. M. (1999). American Indians higher education before 1974: From colonization to self-determination. The Australian Journal of Indigenous Education, 27(2), 12-23.
- Borrows, J. (2016a). Indigenous law, lands, and literature. Windsor Yearbook of Access to Justice, 33(1), v-ix. https://doi.org/10.22329/wyaj.v33i1.4806
- Borrows, J. (2016b). Outsider education: Indigenous law and land-based learning. Windsor Yearbook of Access to Justice, 33(1), 1-27. https://doi.org/10.22329/wyaj.v33i1.4807
- Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425-446.
- Child, B. J., & Klopotek, B. (Eds.). (2014). Indian Subjects: Hepispheric Perspectives on the History of Indigenous Education. School for Advanced Research Press.
- Compton, J. (2016). Contextualizing Indigenizing the academy. CAUT ACPPU Bulletin, 63(6), A3.
- Concordia University. (2019). The Indigenous Directions Action Plan: Concordia’s Path Towards Decolonizing and Indigenizing the University. Retrieved from https://www.concordia.ca/content/dam/concordia/offices/oce/docs/IDLG/indigenous-directions-action-plan.pdf
- Corntassel, J. (2012). Re-envisioning resurgence: Indigenous pathways to decolonization and sustainable self-determination. Decolonization: Indigeneity, Education & Society, 1(1), 86-101.
- Coulthard, G. (2010). Place against empire: Understanding Indigenous anti-colonialism. Affinities: A Journal of Radical Theory, Culture, and Action, 4(2), 79-83.
- Coulthard, G. (2014). Red skin, white masks: Rejecting the colonial politics of recognition. University of Minnesota Press.
- Coulthard, G. (2017). Dechinta Bush University: Land-based education & Indigenous resurgence. In P. McFarlane & N. Schabus (Eds.), Whose land is it anyway? A manual for decolonization (pp. 57-61). Federation of Post-Secondary Educators of BC.
- Coulthard, G., & Simpson, L. (2016). Grounded normativity / place-based solidarity. American Quarterly, 68(3), 249-255. https://doi.org/10.1353/aq.2016.0038
- Dahl Aldern, J., & Goode, R. W. (2014). The stories hold water: Learning and burning in North Fork Mono homelands. Decolonization: Indigeneity, Education & Society, 3(3), 26-51.
- De La Cadena, M. (2006). The production of other knowledges and its tensions: From Andeanist anthropology to interculturalidad? In G. L. Ribeiro & A. Escobar (Eds.), World anthropologies. Disciplinary transformations within systems of power (pp. 201-224). Berg.
- Deloria, V. J. (2001). Power and place equal personality. In V. J. Deloria & D. R. Wildcat (Eds.), Power and place. Indian education in America (pp. 21-28). American Indian Graduate Center, FULCRUM.
- Drouin-Gagné, M.-E. (2016). L’Université Interculturelle des Nations et Peuples Autochtones Amawtay Wasi. L’éducation supérieure autochtone peut-elle contribuer à la décolonisation de la société en Équateur ? Cahiers de La Recherche Sur l’éducation et Les Savoirs, 15, 193-216.
- Drouin-Gagné, M.-E. (2019). Indigenous higher education as a tool for decolonization in the hemisphere: Comparative perspective between decolonial projects in Ecuador and USA. Concordia University.
- Friedland, H. (2019). Indigenous laws in law schools: Trans-systemia or transformation? In Y. Emerich & M.-A. Plante (Eds.), Repenser les paradigmes: Approches transsystémiques du droit (pp. 267-287). Yvon Blais.
- García, J., Lozano, A., Olivera, J., & Ruiz, C. (2004). Sumak Yachaypi Alli Kawsaypipash Yachakuna, Aprender en la Sabiduría y el Buen Vivir, Learning wisdom and the good way to live. Universidad Intercultural Amawtay Wasi & UNESCO.
- Grande, S. (2004). Red pedagogy: Native American social and political thought. Rowman & Littlefield.
- Hall, B. L., & Tandon, R. (2017). Decolonization of knowledge, epistemicide, participatory research and higher education. Research for All, 1(1), 6-19. https://doi.org/10.18546/RFA.01.1.02
- Hanna, A. (2019). Reconciliation through relationality in Indigenous legal orders. Alberta Law Review, 56(3), 817-839. https://doi.org/10.29173/alr2524
- Henry, E. (2014). A search for decolonizing place-based pedagogies: An exploration of unheard histories in Kitsilano Vancouver, B.C. Canadian Journal of Environmental Education, 19, 18-30.
- House of Commons of Canada (2020). Bill C-15. An act respecting the United Nations Declaration on the Rights of Indigenous Peoples. https://parl.ca/DocumentViewer/en/43-2/bill/C-15/first-reading
- Indigenizing the academy: The way forward. (2016). CAUT Bulletin, 63(6). Retrieved from https://bulletin-archives.caut.ca/fr/bulletin/articles/2016/06.html
- Irlbacher-Fox, S. (2014). Traditional knowledge, co-existence and co-resistance. Decolonization: Indigeneity, Education & Society, 3(3), 145-158.
- Jukier, R. (2005). Where law and pedagogy meet in the transsystemic contracts classroom. McGill Law Journal, 50, 791-808.
- Jukier, R. (2018). The untapped potential of transsystemic thinking. In Y. Emerich & M.-A. Plante (Eds.), Repenser les paradigmes: Approches transsystémiques du droit (pp. 1-30). Yvon Blais.
- Juneau, S. (2001). Indian education for all: A history and foundation of American Indian education policy. Montana Office of Public Instruction.
- Kermoal, N., & Altamirano-Jiménez, I. (Eds.). (2016). Living on the land. Indigenous women’s understanding of place. AU Press.
- Kuokkanen, R. (2007). Reshaping the university: Responsibility, Indigenous epistemes, and the logic of the gift. UBC Press.
- Lomawaima, T., & McCarty, T. (2006). To remain an Indian: Lessons in democracy from a century of Native American education. Teachers College Press.
- MacDonald, M. (2016). Indigenizing the academy: What some universities are doing to weave indigenous peoples, cultures and knowledge into the fabric of their campus. University Affairs/Affaires Universitaires. http://www.universityaffairs.ca/features/feature-article/indigenizing-the-academy/
- McGill University. (n.d.). Transsystemic Legal Education. Retrieved from https://www.mcgill.ca/centre-crepeau/projects/transsystemic
- McGill University. (2017). Provost’s Task Force on Indigenous Studies and Indigenous Education. Final Report. Retrieved from https://www.mcgill.ca/provost/indigenous-success
- McGill University. (2020). Transsystemic Legal Education. Retrieved from https://www.mcgill.ca/centre-crepeau/projects/transsystemic
- Metallic, F. (Gopit). (2008). Strengthening our relations in Gespe’gewa’gi, the Seventh District of Mi’gma’gi. In L. B. Simpson (Ed.), Lighting the eighth fire: The liberation, resurgence, and protection of Indigenous nations (pp. 59-71). Arbeiter Ring.
- Meyer, M. A. (2001). Our own liberation: Reflections on Hawaiian epistemology. The Contemporary Pacific, 13(1), 124-148.
- Mihesuah, D. A., & Wilson, A. C. (Eds.). (2004). Indigenizing the academy: Transforming scholarship and empowering communities. University of Nebraska Press.
- Newhouse, D. (2016). The meaning of Indigenization of our universities. CAUT ACPPU Bulletin, 63(6), A2-A7.
- Queen’s University. (2016). Truth and Reconciliation Commission Task Force Preliminary Report. http://www.queensu.ca/provost/sites/webpublish.queensu.ca.provwww/files/files/Comittees/TRC%20Reports/TRC%20Task%20Force%20Preliminary%20Report%20(final).pdf
- Sarango, L. F. (2009). Universidad Intercultural de las Nacionalidades y Peublos Indígenas “Amawtay Wasi”. Ecuador/Chinchaysuyu. In D. Mato (Ed.), Instituciones interculturales de educaciín superior eb América Latina. Procesos de construcción, logros, innovaciones y desafíos (pp. 191-214). UNESCO-IESALC.
- Simpson, L. B. (2008). Our elder brothers: The lifeblood of resurgence. In L. B. Simpson (Ed.), Lighting the eighth fire: The liberation, resurgence, and protection of Indigenous nations (pp. 73-87). Arbeiter Ring.
- Simpson, L. B. (2011). Dancing on Our Turtle’s Back: Stories of Nishnaabeg Re-Creation, Resurgence, and a New Emergence. Arbeiter Ring Publishing.
- Simpson, L. B. (2014). Land as pedagogy: Nisnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3), 1–25.
- Simpson, L. B. (2017). As we have always done: Indigenous freedom through radical resistance. University of Minnesota Press.
- Smith, L. T. (2012). Decolonizing methodologies – Research and Indigenous peoples (2nd ed.). Zed Books.
- Snelgrove, C., Kaur Dhamoon, R., & Corntassel, J. (2014). Unsettling settler colonialism: The discourse and politics of settlers, and solidarity with Indigenous nations. Decolonization: Indigeneity, Education & Society, 3(2), 1-32.
- Stewart, S. L. (2016). Final Report of the OISE TRC Task Force in response to the Truth and Reconciliation Commission of Canada Final Report’s Calls to Action. OISE, University of Toronto. https://www.oise.utoronto.ca/oise/UserFiles/File/Report_OISE_TRC_Task_Force_Final.pdf
- Stonechild, B. (2006). The new buffalo. The struggle for Aboriginal post-secondary education in Canada. University of Manitoba Press.
- Szasz, M. C. (1999). Education and the American Indian. The road to self-determination since 1928 (3rd ed.). University of New Mexico Press.
- Truth and Reconciliation Commission (TRC). (2015). Calls to Action. http://nctr.ca/assets/reports/Calls_to_Action_English2.pdf
- Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1-23.
- Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1-40.
- United Nations. (2007). United Nations Declaration on the Rights of Indigenous Peoples.
- Vargas Moreno, P. (2014). Educación superior intercultural en disputa. Polis, 38. http://polis.revues.org/10136
- Walsh, C. (2011). Etnoeducación e interculturalidad en perspectiva decolonial. Cuarto Seminarion Internacional Etnoeducación e Interculturalidad, Lima, Peru.
- Walsh, C. (2012). Interculturalidad crítica y (de)colonilidad. Ensayos desde Abya Yala. Abya Yala & ICCI/ARY.
- Wildcat, M., Irlbacher-Fox, S., & Coulthard, G. (2014). Learning from the land: Indigenous land based pedagogy and decolonization. Decolonization: Indigeneity, Education & Society, 3(3), i-xv.
- Wilson, A. (2012). Learning from the land. Cottage North Magazine, September-October, 11-12.
- Wilson, S. (2008). Research is ceremony – Indigenous research methods. Fernwood.
- Zavala, M. (2013). What do we mean by decolonizing research strategies? Lessons from decolonizing, Indigenous research projects in New Zealand and Latin America. Decolonization: Indigeneity, Education & Society,