Author Archives: Empch

Module 4 Post 5: Mutual Respect and Fairness

diversity-hands

Photo from United 4 Equality

There were hundreds of people gathered at the Canadian Museum for Human Rights on December 11, 2019 to learn about what a decolonized Canada looks like. Experts (Indigenous and non-Indigenous) discussed mutual respect and fairness between Indigenous and non-Indigenous Canadians. A few take-aways for me include (University of Manitoba, 2019):

There is a power differential between colonizers and colonized people. The colonizer has to give up power for decolonization to take place. We shouldn’t be afraid to share power. In reality, people don’t like to give up power.
- I feel uncomfortable learning that I am in a position of power as a colonizer. However, it is important for me to recognize this to ensure I share this power and I don’t abuse it.
Indigenous and non-Indigenous parents have different concerns. For example, Indigenous people may worry about sending their child to school with a rip in their clothing. We should all have the freedom to worry about normal things.
Having a future where all cultures can flourish.
Colonizer and colonized are both affected by colonization.
We need to deconstruct the colonizers view of the world.
There is hope – we have technology, knowledge, and thinkers. We can solve hate, anger, distrust, and fear. All it takes is the will of the people.
Cultural competency is good but it’s just the surface.

References:

University of Manitoba. (2019 December, 13). Visionary conversations. What does a decolonized Canada look like? [Video]. Youtube. https://www.youtube.com/watch?v=4ZSYPfF3iuI

United 4 Equality. https://united4equality.wordpress.com/2013/08/15/sisterhood-equalitys-call-to-action/

Module 4 Post 4: truth first, then reconciliation

McMaster University hosted a MIRI Indigenous Governance Symposium. The government does a good job promoting a reconciliation agenda. But we need to examine the government’s work carefully. The Canadian government is not exposing the entire truth. We can’t jump to reconciliation without addressing the truth. As a non-Indigenous educator I need to ensure that I turn to reliable sources for guidance to support my work in Indigenization. It makes sense to address the truth before reconciling anything. How can Indigenization efforts be genuine if truths are not disclosed?

https://www.youtube.com/watch?v=4qttzjHTjwE

Reference:

McMaster University. (2019 January, 20). 10 Principles to decolonization – MIRI Indigenous governance symposium. [Video]. Youtube. https://www.youtube.com/watch?v=4qttzjHTjwE

Module 4 Post 3: Calls to Action

One of the residential school survivor “lucky ones” recalls the experience | The Manitoulin Expositor

The calls to action by the Truth and Reconciliation Commission was made to help move the Canadian reconciliation process forward and set right the legacy of residential schools. They call upon the federal, provincial, territorial, and Aboriginal governments for a number of different reasons including child welfare, education, language and culture, health, and justice. As a healthcare educator, the following caught my attention:

Culturally appropriate curricula.
Cultural competency training for all healthcare professionals.
Recognize the value of Aboriginal healing practices.
Aboriginal health issues in medical and nursing schools in Canada.
The need for educating teachers in post-secondary institutions on how to integrate Indigenous knowledge and teaching methods into their classrooms.

This calls to action document is an effort towards truth-telling and reconciliation. This document gives me a better idea about what actions need to be taken to address Indigenous peoples concerns. The more familiar I am with existing concerns and requests for change, the better prepared I am to participate in Indigenization efforts with purpose and interest.

Reference:

Truth and Reconciliation Commission of Canada. (2015). Calls to Action. http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf

Module 4 Post 2: Indigenous youth are clear about what they want and need

My work in finding authentic ways to Indigenize post-secondary curriculums requires listening and learning directly from Indigenous youth.

How can we possibly Indigenize post-secondary curriculums without listening to Indigenous youth? What do they want from their educational experiences? Susan Dion from York University spoke with various Indigenous youth and discovered that they are clear about what they want and need from education. These include lessons that address: “Indigenous humanity and diversity, the history of colonialism, local history and contemporary culture, Indigenous knowledge, languages, and worldviews” (Dion, 2016, p 471). They don’t want Canada’s story to be their story. They don’t want destruction of their culture nor the disappearance of their language. They strongly want to survive as Indigenous people and they refuse to assimilate.

https://onlinelibrary.wiley.com/doi/epdf/10.1111/cars.12128

Reference:

Dion, S.D. (2016). Mediating the space between: Voices of Indigenous youth and voices of educators in service of reconciliation. Canadian Sociological Association. https://onlinelibrary.wiley.com/doi/epdf/10.1111/cars.12128

Module 4 Post 1: Building Compassion and Empathy

Between 1970 and 2005, the U.S. Census Bureau reported that U.S. children living in a family with two parents decreased from 85 percent to 68 percent.

Image from: Deseret News

“How we go home: Voices from Indigenous North America” (Sinclair, 2020), is a collection of Indigenous voices from North American Indigenous people, not only from USA but also from Canada. There is an interview in this book with Johnna James – “Indigenous Perspectives on Historical Trauma” (Sinclair, 2020). Disturbing reports about suicide rates, incarceration rates, and homelessness are shared. Rates for all of these are higher among Indigenous people. Johnna points out that these are tied to historical trauma. They do not receive the help they need, and having no support, they easily turn to substance abuse and suicide. Criminalized and imprisoned acts are often linked to poverty, lack of educational and employment opportunities, substance use, mental health concerns, and histories of sexual abuse, violence and trauma. Johnna refers to this as colonialism. Johnna also talks about the effects of residential schools, how they have destroyed family systems and caused attachment disorders. What really bothers me is how children were taken from their families and given to strangers. These strangers didn’t speak their language or know their ways. These strangers didn’t tuck these children in at night, give them hugs, or tell the children that they were special. When these children were sent home as young adults, it’s no surprise that they struggled when they got married and started raising their own families. Experiencing neglect, beatings, and malnourishment in residential schools starved them of an upbringing that is needed to become healthy parents themselves.

Learning about the history of Indigenous people, especially the traumas they faced, increases my empathy and compassion for them. As an educator, it is important for me to recognize that each student comes to the learning environment with a past. This past can include negative experiences, like intergenerational trauma. I believe this realization and knowledge will help me approach Indigenization with a strong desire and commitment. When my efforts are from the heart, I believe my students will recognize my sincere intentions.

References:

Deseret News. https://www.deseret.com/2013/6/7/20520810/family-unit-essential-for-economic-progress

Sinclair, S. (2020). How we go home: Voices from Indigenous North America. Haymarket Books. https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=6184201

Module 3 Post 5: Flowers in the garden

I’m excited to share this resource about Indigenization from the University of Saskatchewan. The Elders’ from the university have insightful messages for the students. They talk about respect towards one another, human kindness, honesty, trust, openness, equality, relating to others, self-examination, and so on. What particularly stood out to me was the analogy they gave about the flowers in the garden. The flowers in the garden are all different from each other, but they are all beautiful and they all get along. They are all special in their own way. Students can be thought of as flowers – each student is different. Each student brings with them their own culture. And just like flowers, each student is beautiful and it’s important for them to all get along. The Elders’ also explained the value of a teachers job – it is a great gift to be able to share knowledge and to help future generations.

I value hearing the perspectives of Indigenous peoples regarding Indigenization. Learning what is important to them and what they value helps me feel more comfortable contributing meaningfully to Indigenization efforts as a non-Indigenous educator.

Reference:

University of Saskatchewan. (n.d.). Indigenization. Teaching and Learning. https://teaching.usask.ca/curriculum/indigenization.php#EldersMessage

Module 3 Post 4: Emotions about Colonialism and Decolonization

I invite you to take a moment to watch this webinar series – “Alliance Building in the Academy and in the Community: The Role of Decolonizing and Indigenizing” (Simon Fraser University, 2020). Although my initial intentions were to find Indigenous voices, I am starting to realize that as a non-Indigenous educator I also need to hear the experiences of other non-Indigenous people. One of the main concepts I take away from this resource is about feelings/emotions. Emotions about colonialism and decolonization are tricky to deal with. We may feel anger, denial, fear, guilt, and so on. We also carry emotions from other aspects of our lives and these can have an impact on how we respond to colonialism and decolonization. These feelings play an important role in how we relate or don’t relate to each other.

I found this webinar very engaging and I hope you do too.

https://www.sfu.ca/cee/events/decolonization-indigenization.html

Reference:

Simon Fraser University. (2020 November, 10). Alliance building in the academy and in the community: The role of decolonizing and Indigenizing. In Decolonizing and Indigenization webinar series. https://www.sfu.ca/cee/events/decolonization-indigenization.html

Module 3 Post 3: Decolonizing and Indigenizing Curriculums

Indigenization

Here is a webcast recording from October 2020. It’s about what decolonizing and Indigenizing means to curriculum. These Indigenous voices are telling us that we need to learn from Indigenous people, not about them. We need to have cultural humility. We should learn to listen and listen to learn. Education needs to be humanized. Reconciliation means more than an informative process, it requires transferrable practice. Examples are given about what Indigenizing a curriculum looks like. Getting community members involved in curriculum development. Incorporating Indigenous languages into the curriculum. Using oral traditions. Include community events. If you think about building trust within the community, consider more community involvement throughout the curriculum. This webcast is very insightful. As you watch it, you will also learn about many key Indigenous curriculum principles. One of the principles is including Indigenous people to set curriculum agendas and giving space for nonIndigenous people as they may also have good insight.

What do you think about the ideas shared here? How do you see these ideas fitting into your curriculums?

https://www.youtube.com/watch?v=CqASXOfihAI

Reference:

Centre for Educational Excellence. (2020 November, 3). Interrupting the academy: Decolonizing and Indigenizing the curriculum. [Video]. Youtube. https://www.youtube.com/watch?v=CqASXOfihAI

Module 3, Post 2: Taking example from a non-Indigenous educator

Here is an article that talks about the role of a non-Indigenous ally in Indigenizing the curriculum of psychology. As a non-Indigenous educator, I have had similar thoughts/questions as Schmidt (2019). For example, is it appropriate and respectful to teach about Indigenous cultures? The lessons in this article don’t only apply to psychology. Some of the take-aways I got were the following (Schmidt, 2019):

Indigenous people also struggle to teach about Indigenous people when there are many different Indigenous cultures and they are only a member of one.
Educators need to look inward and work on our own decolonizing.
Build mutually respectful, humble, and trusting relationships with your students.
Understand that there are many diverse Indigenous cultures. There is also immense diversity that can exist within one Indigenous culture.
Two-Eyed Seeing – seeing the world from an Indigenous perspective and also an Eurocentric (scientific) perspective. This involves cooperation between Indigenous and non-Indigenous people, humbling themselves, and learning from each other.
Patience – understanding other perspectives.
Honesty – disclose to the students that you are not an expert, invite Indigenous guest speakers into the classroom, and encourage students to co-teach.
Decolonizing is active, intentional, moment-to-moment process that involves critically undoing colonial ways of knowing, being and doing.

Reference

Schmidt, H. (2019). Indigenizing and decolonizing the teaching of psychology: Reflections on the role of the non-Indigenous ally. American Journal of Community Psychology, 64, 59-71. https://onlinelibrary.wiley.com/doi/epdf/10.1002/ajcp.12365

Module 3, Post 1 – Decolonization cannot be done alone

Decolonization is a process. Decolonization means collaboration. Collaboration means listening, building trust, creating mutual relationships. Non-Indigenous educators often feel fear, fear of appropriation or misrepresentation. This fear may be caused by lack of trust and lack of relationships that we have with Indigenous colleagues and communities.

Reference

Sloan, W. (2018, January). Decolonizing the classroom is more than just a checklist. Ryerson Today, Ryerson University. https://www.ryerson.ca/news-events/news/2018/01/decolonizing-the-classroom-is-more-than-just-a-checklist/