Author Archives: Janet Nguyen

The fifth resource for my Module 4 research collection is an e-book on acknowledging the legitimacy and importance of both Indigenous and Western knowledge systems. This e-book provides insightful examples of how the spiritual wisdom and ecological knowledge from Indigenous science, including the values and ways of decision-making, have been proven through the test of time to foster sustainability and environmental integrity. Check out the e-book below to learn how survival and experiential learning principles of Indigenous science should be viewed as co-existing with Western science for its validity and practicality.

Snively, G. & Williams, L. (2016). Knowing home: Braiding Indigenous science with Western science. BCcampus. https://pressbooks.bccampus.ca/knowinghome

The fourth resource for my Module 4 research collection is a survey report on building inclusion for Indigenous peoples in Canadian work environments by Catalyst, a global non-profit organization that offers actionable workplace research. This survey report indicates that many Indigenous peoples experience low levels of psychological safety at work in Canada as they feel on guard to protect themselves against racial, ethnicity, and gender biases. Check out the survey report below to learn how to create a more inclusive work environment for Indigenous peoples through anti-racism learning and collaboration initiatives that embrace values of empowerment, accountability, and humility.

Thorpe-Moscon, J. & Ohm, J. (2021). Building inclusion for Indigenous peoples in Canadian workplaces. Catalyst. https://www.catalyst.org/wp-content/uploads/2020/12/IndigenousPeoplesCanadaReport_English_final.pdf

The third resource for my Module 4 research collection is a podcast video on Indigenous inclusivity practices that are recommended by an Indigenous-owned management consulting company. This podcast video discusses how organizations can establish more diversity, equity, and inclusion initiatives that support Indigenous talent throughout the entire workforce lifecycle. Check out the podcast video below to learn how to decolonize the corporate work environment by considering Indigenous cultural traditions and knowledge systems in the development of organizational management policies and training programs.

Adams, A. [HR ShopTalk]. (2022, March 29). Indigenous inclusion – what HR can do [Podcast Video]. YouTube. https://youtu.be/C7yuQkKAc5A

The second resource for my Module 4 research collection is a website on integrating Indigenous pedagogy in remote courses by the Centre for Teaching and Learning at Trent University. This website provides an overview of Indigenous teaching and learning approaches that emphasize developing the learner as a whole person, learning through experience, learning through the land, and recognizing the important role of Elders and Knowledge Keepers. Check out the website below to learn how virtual learning supports and challenges Indigenous pedagogies as well as how to indigenize remote course design in aspects of learning objectives, activities, and assessments.

Huguenin, M. (2022). Integrating Indigenous pedagogy in remote courses. Trent University. https://www.trentu.ca/teaching/integrating-indigenous-pedagogy-remote-courses

The first resource for my Module 4 research collection is a guide on indigenizing online learning by the Faculty of Education as well as the Centre for Teaching and Learning at Queen’s University. This guide includes practical learner engagement strategies, compassionate educational frameworks, and other supplemental resources for facilitating holistic learning through values of relationship, respect, responsibility, and reciprocity. Check out the guide below to learn how to adapt to potential inequities in online learning for Indigenous learners as well as how to incorporate Indigenous worldviews and well-being practices into your curriculum design.

Rondeau, L., St. Amant, D., Davis, J., Morcom, L., Maracle, K., & Brant, L. (2020). Indigenizing online learning. Queen’s University. https://www.queensu.ca/indigenous/sites/oiiwww/files/uploaded_files/IndigenizingOnlineLearning_2020.pdf

The fifth resource for my Module 3 research collection is a journal article on pedagogical talking circles as a practice of decolonizing and indigenizing education for instructors and students to engage in reciprocal and relational learning. This journal article describes the Indigenous pedagogical approach to talking circles that draws on principles of situated relatedness, respectful listening, and reflective witnessing. Check out the journal article below to learn how transformative learning can be facilitated by creating, storytelling, reflecting, observing, and listening through talking circles.

Barkaskas, P., & Gladwin, D. (2021). Pedagogical talking circles: Decolonizing education through relational Indigenous frameworks. Journal of Teaching and Learning, 15(1), 20-38. https://doi.org/10.22329/jtl.v15i1.6519

The fourth resource for my Module 3 research collection is a blog post on the components and outcomes of Indigenous relations skill-based training. This blog post emphasizes how competency-based training is important to make lasting attitude and behavioural changes by equipping non-Indigenous peoples with cultural sensitivity and anti-racism skills to effectively interact with Indigenous peoples and take action for reconciliation. Check out the blog post below to learn how organizations can raise awareness of the historic events and impacts from colonization as well as the prejudices towards Indigenous peoples by nurturing effective communication and listening skills amongst their staff.

Indigenous Corporate Training. (2020, March 11). Skills based Indigenous relations training essential to reconciliation. https://www.ictinc.ca/blog/skills-based-indigenous-relations-training-is-required-for-reconciliation

The third resource for my Module 3 research collection is a document on the 94 calls to action by the Truth and Reconciliation Commission of Canada. While most of us have likely heard of or read through this document already, I added it to my research collection to highlight more attention to the Business and Reconciliation section. It is a good reminder for organizational learning and development professionals that the 94 calls to action are not only dedicated to political and educational sectors, but also the corporate sector. Check out the document below to learn how to decolonize corporate policies and operations through meaningful relationships with Indigenous communities as well as staff training resources on Indigenous history and culture.

Truth and Reconciliation Commission of Canada. (2015). Calls to action. https://www2.gov.bc.ca/assets/gov/british-columbians-our-governments/indigenous-people/aboriginal-peoples-documents/calls_to_action_english2.pdf

The second resource for my Module 3 research collection is a journal article on decolonial considerations for the design of learning objectives. This article highlights how Bloom’s taxonomy includes the cognitive (mind), psychomotor (body), and affective (heart) domains for Western education but is missing the fourth quadrant of the Indigenous medicine wheel regarding the spiritual domain. Check out the article below to learn how educators can create spiritual learning outcomes based on a modified version of Bloom’s taxonomy that revolves around honouring, valuing, connecting, empowering, and self-actualizing.

LaFever, M. (2017). Using the medicine wheel for curriculum design in intercultural communication: Rethinking learning outcomes. In Promoting Intercultural Communication Competencies in Higher Education (pp. 168-199). IGI Global. https://doi.org/10.4018/978-1-5225-1732-0.ch007

The first resource for my Module 3 research collection is a document that was developed by the Calgary Board of Education to provide an overview of an Indigenous holistic lifelong learning framework. This document describes key Indigenous education attributes that are based on the four domains of the medicine wheel, including the mind (to know), spirit (to be), heart (to belong), and body (to do). Check out the document below to learn more about how educators can effectively and respectfully incorporate Indigenous ways of knowing, being, belonging, and doing into their education curriculum.

Calgary Board of Education. (2022). Indigenous education holistic lifelong learning framework. https://www.cbe.ab.ca/about-us/policies-and-regulations/Documents/Indigenous-Education-Holistic-Lifelong-Learning-Framework.pdf