新加坡六合彩开奖直播

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What is Decolonization?

Broadly defined by Linda Tuhiwai Smith, 鈥渄ecolonization is a process which engages imperialism and colonialism at multiple levels鈥� (21).

Decolonization within the university context needs to be an ongoing process built on collaboration and meaningful partnerships with Indigenous knowledge holders. Since 鈥渄ecolonizing education entails 鈥� working to unsettle colonial structures, systems, and dynamics in educational contexts鈥� (Poitras et al, 2018, p.1),听 it is a project that requires Indigenous leadership and non-Indigenous faculty and teaching staff commitment.

Bringing Indigenous knowledges and ways of knowing, respectfully and considerately, into the academy is one way of advancing educational decolonization. It is a shift that calls for educators to be trauma-informed and understanding of the ways that colonial histories and present colonial impacts affect student wellness and often, student success.

Decolonizing one鈥檚 pedagogy requires moving teaching and learning from a top-down knowledge dissemination approach to a more non-hierarchical, holistic approach that considers the mental, physical, emotional, and spiritual wellbeing of all students.

What might decolonial teaching praxis look like?

Citing Indigenous scholars. When discussing Indigenous topics, privilege Indigenous academic and community voices and intentionally include the perspectives of Mi鈥檏maq peoples, Indigenous women, and 2Spirit peoples.

Reflecting on course policies. For example, mandating students to attend every lecture in-person does not consider the impacts of trauma or prioritize student well-being. For classes that require in-person attendance, consider allowing students to miss a certain number of classes without having to provide any sort of explanation.

Respecting students鈥� privacy and autonomy. Students have the right to self-identify as Indigenous on their own (publicly or privately) when and if they feel comfortable doing so.

Considering your colonial blind-spots. Question the assumptions that you unintentionally adhere to. How do you react, or would you react from related student critiques? Do you display an openness to learning from the perspectives and lived experiences of others? How do you demonstrate this within your teaching?

What is Indigenization?

鈥淕enerally, scholars see indigenization as a decolonial process 鈥� There is also significant consensus globally that the universities have not decolonized; curriculum is pre-dominantly Eurocentric, 鈥榬ooted in colonial, apartheid, and Western world views and epistemological traditions鈥� and therefore 鈥榗ontinues to reinforce white and western dominance and privilege鈥� (Heleta, 2016)鈥� (Gaudry & Lorenz, 2018, p.224).

Decolonial Indigenization efforts aim to foster ethical and reciprocal relations between Indigenous and non-Indigenous knowledge systems but as Gaudry & Lorenz warn, 鈥渢he increased presence and engagement with Indigenous knowledges cannot result in an intellectual free-for-all.鈥� (ibid, p.224)

The exclusion of Indigenous topics from course curriculums is often (re)traumatizing for Indigenous students but it can be equally (re)traumatizing (or even more-so) when course curriculums only include issues of Indigenous loss. Faculty and teaching staff must find a balance between carefully and critically engaging colonial histories and recognizing Indigenous strengths, success, and resiliency. To quote the Electronic Powwow drum group, A Tribe Called Red (2016), 鈥渨e are not a conquered people鈥� (The Virus ft. Saul Williams & Chippewa Travellers); individual and collective Indigenous resistance efforts to ongoing forms of colonial violence are widespread and prolific and need to be recognized as such.

Keeping these guiding principles of decolonization and Indigenization in mind, I invite you to connect with me by booking a consultation. Recognizing Mi鈥檏maq peoples and territory in the form of a land-acknowledgement and engaging in localized treaty-education (see the resources below) are necessary steps in forming one鈥檚 decolonial consciousness. However, the ways that epistemic violence operates, through the adherence to colonial meta-narratives and academic norms, needs to be further interrogated and reflected on. An epistemological shift is what is needed to create spaces of learning that are equitable, inclusive, and accessible!

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Official Land Acknowledgement

新加坡六合彩开奖直播 operates in the unceded territories of the Mi鈥檏maw, Wolastoqey, and Peskotomuhkati Peoples. These sovereign nations hold inherent rights as the original peoples of these lands, and we each carry collective obligations under the Peace and Friendship Treaties. Section 35 of the Constitution Act, 1982 recognizes and affirms Aboriginal and Treaty rights in Canada.

African Nova Scotian Acknowledgement

We recognize that African Nova Scotians are a distinct people whose histories, legacies, and contributions have enriched that part of Mi'kma'ki, currently known as Nova Scotia, for over 400 years.

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Treaties

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If you are interested in undertaking any of the initiatives above, please contact Rachelle McKay,听Educational Developer (Indigenous Knowledges and Ways of Knowing) at听Rachelle.McKay@dal.ca. We look forward to supporting your work.听