Would you like to know more about Indigenization and reconciliation in the university context? Join us in the FAUW Indigenization Reading Circle. All are welcome and no experience or prior knowledge is necessary. Selected readings and discussions cycle through recurring themes to effect a spiral of learning where novices can hop in at any time—you won't get lost if you can't attend every meeting.
The circle creates a space of respect and support and co-learning. Together we will work at hearing Indigenous voices and contemplate what respect for Indigenous ways of knowing and being means for universities. Members share a commitment to pursue steps, whether small or large, on the journey to create just relations with First Nations, Metis and Inuit peoples.
Fall 2019 sessions
The readings are in a shared OneDrive folder accessible to anyone with a UW employee or graduate student login. Interested undergraduate students can contact Laura McDonald to get the readings.
October 4 – Theme: What is Indigenization?
This reading is about the disjuncture between the rhetoric of equal opportunity and the realities of university life for First Nations people. In "The Four R's—Respect, Relevance, Reciprocity, Responsibility," Verna Kirkness and Ray Barnhardt argue that academic success and norms at universities emphasize an expectation that First Nations people adapt and integrate into university life.
Together we will talk about some of these practices and norms delineated by Kirkness and Barnhardt as reminiscent of residential schools in Canada, and consider how settler academics might challenge these practices and norms.
Kirkness, V. J., & Barnhardt, R. (2001). First Nations and higher education: The four r’s—respect, relevance, reciprocity, responsibility. In R. Hayoe & J. Pan (Eds.), Knowledge across cultures: A contribution to dialogue among civilizations (pp. 1–17). Hong Kong: The University of Hong Kong, Comparative Education Research Centre.
October 25 – Theme: Indigenous Participation and Influence
In October, we'll explore how academics take on the role as gatekeepers and perpetuate colonial legacy and thinking in educational settings. In "Academic Gatekeepers," Devon Abbott Mihesuah describes how settler professors are positioned to make decisions that impede the inclusion of Indigenous professors and students.
Please come to share observations on academic gatekeeping and how settler academics can challenge gatekeeping practices.
Devon Abott Mihesuah, “Academic Gatekeepers” Ch.2 in Devon Abbott Mihesuah and Angela Cavender Wilson (eds.) Indigenizing the Academy: Transforming Scholarship and Empowering Communities, (Lincoln: U of Nebraska Press, 2004), pp.31-47.
November 29 – Theme: Decolonizing Education
The November reading is about two-eyed seeing: learning to see from one eye with the strengths of Indigenous knowledges/ways of knowing and from the other eye with the strengths of Western knowledges/ways of knowing. The Integrative Sciences program at Cape Breton University attempted such a "weaving" of Indigenous and mainstream scientific knowledge in a well-planned, intentional manner.
We will discuss how the program played out politically, the eight lessons learned, and how Waterloo might progress on its Truth and Reconciliation mandates.
Bartlett, C., Marshall, M., & Marshall, A. (2012). "Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing." Journal of Environmental Studies and Sciences, 2(4), 331-340.
We're posting summaries of these discussions on our blog. You can participate there even if you can't make it to an event. Past readings are listed on the Reading Circle page. If you want notices about these events in the future, join our Indigenization mailing list:
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