• By foregrounding Indigenous pedagogy, how might we think differently about knowledge  production and learning processes in the academy?

• How are the disciplines in the university that include medicine, science, humanities, arts,  and education enacting Indigenous pedagogies? What factors play a role in the inclusion  or exclusion of these pedagogies?

• How can we engage the Indigenous community in the classroom as co-producers of  knowledge through the use of Indigenous pedagogies?

• How do we assist students to interpret, analyze and apply Indigenous pedagogies in their  own living and learning journeys?

• How does land/based and embodied knowledge transform fields of study, such as  sexuality studies?