Skylee-Storm Hogan and Krista McCracken
Indigenization and decolonize are words that seem to be permeating institutional conversations in the heritage world and in the post-secondary field right now. Despite the frequent use of these words there are still many questions about what the terms mean and how they can be moved into practice.
Earlier this month Dr. Shuaneen Pete spoke at Algoma University on “Indigenization in Canadian Universities and Colleges”. Her talk spoke volumes about the long history of Indigenization and new approaches to this work in the post-secondary sector. Pete worked closely with the University of Regina to develop their institutional definition of Indigenization which defines the term as:
The transformation of the existing academy by including Indigenous knowledges, voices, critiques, scholars, students and materials as well as the establishment of physical and epistemic spaces that facilitate the ethical stewardship of a plurality of Indigenous knowledges and practices so thoroughly as to constitute an essential element of the university. It is not limited to Indigenous people, but encompasses all students and faculty, for the benefit of our academic integrity and our social viability
Approaches to Indigenization can vary greatly between institutions but often involve the integration of Indigenous cultures, heritage, and knowledge. In some cases this has involved required courses with Indigenous content or the incorporation of Indigenous content across all faculties. However as Adam Gaudry pointed out in his Active History post, “Paved with Good Intentions: Simply Requiring Indigenous Content is Not Enough” mandatory Indigenous courses are not new, can be problematic if they are not facilitated correctly, and should be part of larger institutional changes. Indigenous survey courses often fall into the traps of treating culture as a cure-all, looking at Indigenous communities without diversity, or framing Indigenous people as stuck in time.
In other instances Indigenization has been approached as an increasing focus on Indigenous student success or resulted in the building of dedicated Indigenous spaces on campuses. While this is a worthy cause, Indigenous students face unique barriers in post-secondary institutions which need to be addressed and dedicated Indigenous spaces often come at the expense of students becoming separated or othered along cultural, ideological, socioeconomic and colour lines. Indigenization cannot be attempted without first making space to decolonize what types of knowledge the academy sees as legitimate, otherwise projects have the potential to become tokens used to absolve settler guilt. Continue reading
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