[This article was first published in the Canadian Historical Association Bulletin, 43.2, 2017, p. 32-33]
By: Mary Jane Logan McCallum, Julie Nagam, James Hanley, Anne-Laurence Caudano and Delia Gavrus
Our aim in this article is to document some of the recent activities that we have engaged in as a History Department to think critically about colonization and decolonization as history teachers, scholars and faculty members in Canada in the early twenty-first century. A rigorous cadre of Indigenous scholars has offered substantial critiques of University efforts to respond to the Calls to Action of the Truth and Reconciliation Committee (TRC) and to “Indigenize the Academy.” These critiques tend to focus on the seemingly substantial gap between administrative goals and practical on the ground concerns and building alternative post-secondary philosophies of education.[1] Mandatory courses, such as the Indigenous Course Requirement (ICR) established at the University of Winnipeg in 2016, have been one example used in many of the critiques, with scholars identifying shortcomings of the model and indicating concern that they show only minimal efforts on the part of the university when much broader substantial change is needed.[2] Within this discussion, scholars argue that Universities need to undertake substantial hiring plans, and ensure that Indigenous faculty are directing these processes throughout. They also argue that Native/Indigenous/First Nations Studies Departments should lead and inform this process at all Universities. History departments also have a role to play and in our department, this conversation has been led by Indigenous scholars and energetically backed by our colleagues.
In some ways our department is currently in a unique situation to undertake Indigenization/decolonization work. Our Department leadership is supportive of Indigenous history teaching and scholarship and many individual department members are interested in gaining a sense of literacy in Indigenous (particularly local) history. Our department has, at least since the 1980s, been a centre for fur trade and ethnohistory scholarship and has recently built a substantial, committed and diverse Indigenous history area staff (including three Indigenous faculty[3]) offering a thoughtful and responsive curriculum.[4] Our department has a good working relationship with the Indigenous Studies department. Moreover, the University of Winnipeg more broadly has prioritized Indigenous education and has been led by a significant activist body of Indigenous students critically invested in uncovering, revising and understanding the impacts of local, national and global histories of Indigeneity and colonialism.
Recent Department activity was conditioned in part by the University’s Strategic Directions, adopted in late 2015 after an extensive consultation process, which identified Indigenization as one of five key strategic priorities. At the same time, a student-led initiative around a mandatory requirement for course work in Indigenous studies was actively debated in Senate. Approval in principle of this requirement in Spring 2015 led to the creation of a university-wide advisory committee whose recommendation was passed by Senate in November 2015. In the midst of this, in June 2015, the TRC released its findings, broadcast to an overflowing audience of more than 700 people in Riddell Hall. The History Department had the expertise, commitment, and responsibility to respond to this moment.[5]
