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Indigenization [clear filter]
Monday, May 11

10:45am PDT

Diversity Circles: Creating a campus culture that models positive responses to diversity guided by an Indigenous framework
Diversity Circles: Creating a campus culture that models positive responses to diversity guided by an Indigenous framework

Following a successful 2-year pilot funded by SSHRC, Diversity Circles has moved into being a regular funded BCIT initiative within the Office of Respect, Diversity, and Inclusion at BCIT. Yet Diversity Circles is not a typical D & I model; using an Indigenous framework we bring stakeholders together from each area and level of the organization, flattening bureaucratic hierarchies and creating safe spaces to have difficult and enriching conversations.

This interactive session will present our strengths-based model which follows an Indigenous framework for positively encountering diversity. This includes increasing our sensitivity to various forms of diversity such as Indigenous and other cultural groups, gender identity, and neurodiversity, and learning to leverage diversity on our teams. Through sharing of personal and family stories we can recognize how diverse connections to land and language can form a shared fabric among participants. During the session we will break into small groups to discuss specific examples and strategies for our own contexts, and share back to the big group.


Shannon Kelly

Continuing Education Program Head, School of Computing and Academic Studies, British Columbia Institute of Technology

Zaa Joseph

Advisor, BCIT

Monday May 11, 2020 10:45am - 12:05pm PDT
Salon E

11:35am PDT

Indigenization Policy at Camosun College
Indigenization is an ongoing phase of consultation, collaboration, action, and reflection that is focused on: curriculum planning and delivery; services to Indigenous students; employee education; and, policy and planning at Camosun College. Since 2006, the college has engaged in how to create an Indigenized culture and way of doing across all levels of the institution. While there have been empowering champions and early adopters of Indigenization, we worked within an environment where the priority of Indigenization could shift inadvertently. So, over the past few years, Camosun has worked on developing an Indigenization policy that articulates the commitment and vision of Camosun in its ongoing work of Indigenization across and within all areas of the College. The presenters will identify the opportunities and challenges associated with operationalizing an Indigenization policy, and demonstrate how Indigenous and non-Indigenous allies can Indigenize post-secondary education at the institutional level. Presenters will also engage with participants through guided inquiry on ways Indigenization has reached various levels of public post-secondary and the challenges and opportunities for Indigenous self-determination and reconciliation at our institutions.

Monday May 11, 2020 11:35am - 12:05pm PDT
Ballroom 3

1:15pm PDT

Place based assignments and Intercultural learning: Sharing our stories.
Title: Place based assignments and Intercultural learning: Sharing our stories.

From an educator’s perspective, the myriad of world views and experiences of students in the classroom provide opportunities for new ways of knowing, seeing, and experiencing the world. Place-based education has the capacity to extend the learning community beyond the parameters of the university and to bring Indigenous and non-Indigenous, domestic and international students into conversations about the local landscapes we occupy.

The Truth and Reconciliation Commission of Canada (TRC) report included “Calls to Action” inviting post-secondary institutions to integrate Indigenous knowledge and teaching methods in order to build capacity for understanding, empathy, and respect. This invitation is important and at the same time intimidating: as a non-Indigenous instructor, Indigenous histories, knowledge and stories do not belong to me.

But what if we begin the conversation with intercultural learning, and make room for multiple narratives and perspectives of place that include Indigenous-non-Indigenous, domestic, and international students? A common theme arising from intercultural and place-based pedagogies is the importance of understanding histories and the political and cultural context in which world views of individuals and societies have emerged. Perhaps my role as a non-indigenous instructor is to create a safe environment and hold space for difficult conversations to take place.

Often students arrive on our campuses with limited knowledge or preconceived notions of the places they have come to live and study. Place-based assignments that challenge or stimulate reflection on previous assumptions enable global and local perspectives to inform each other. When students are given opportunities to share and reflect upon different world views, an opportunity arises to shift attitudes and build intercultural understanding particularly in context of local and global Indigenous and colonial histories.

In this session I will draw on student reflections of colonial histories and contemporary Indigenous issues to illustrate how Indigenous focused place-based pedagogy can create “aha” moments for students and instructors. While the reflections are selected from undergraduate courses in tourism, this session is designed to engage faculty and practitioners across disciplines in conversations about how to situate Indigenous histories and place knowledge at the center of intercultural learning and teaching.

avatar for Robin Reid

Robin Reid

Faculty of Adventure, Culinary Arts and Tourism, Thompson Rivers University
Robin Reid is an Assistant Professor in the Tourism Management Department at TRU. Her involvement with TRU’s Pedagogy of Place Research Group and TRU’s Interculturalizing the Curriculum program provides a background for pedagogical re-visioning and curriculum development that... Read More →

Monday May 11, 2020 1:15pm - 1:45pm PDT
Ballroom 1

3:00pm PDT

Indigenizing through Infusion
Indigenizing the Institution” is a common mandate now for most post-secondary institutions in BC, and with this comes the challenging expectation that faculty will participate in this process by indigenizing their teaching and courses.  This “Indigenizing through Infusion” workshop will help participants to experience, explore and emphasize instructional strategies, resources, and activities that will help them in the process of indigenizing through infusion their classroom environment and their course content.  

The teaching-learning role of the Oral Tradition Circle and Storytelling skills of listening and speaking will be emphasized and incorporated to complement the Western Tradition skills of reading and writing. The topics covered will include acknowledging the First Nations territory with video and written statements, developing community by sharing “Who am I” in terms of name, ancestry and community, and including stories about the history of local landmark names and legends for writing topics .

First, participants will experience classroom activities that explore the value of using locally-sourced videos, written stories, and community-event news articles to introduce Indigenous culture, traditions and history to students. Guided metacognitive reflection questions will be used to help them focus and write about what was interesting and new for them in the videos and/or readings. Once they have their reflections written, the format of the local traditional “Talking Circle” protocol will be used, so they can practice their listening/speaking skills as they share their mindfulness thoughts. The “Teaching Circle” will be used to develop group consciousness and content knowledge through the acknowledgement of each participant’s contribution as they share and record their reflections to create a collaborative brainstorm for content. This group content will be then be used for the beginning steps of the writing process to help participants start writing their own paragraphs and essays.

The workshop will end with participants reflecting on their experiences and how by using these instructional and active learning strategies, learning is encouraged, and the classroom’s learning community is developed. The infusion of the Talking and Teaching Circles with reflection and writing activates will provide participants with the experience of learning within both the Oral Tradition and Western Tradition.


Leonne Beebe

Associate Professor, University of the FraserValley
As a literacy/numeracy specialist at the University Fraser Valley and as the Agassiz-Harrison Literacy Co-ordinator, I have taught ESL and both first and second language students upgrading English and math.

Monday May 11, 2020 3:00pm - 4:00pm PDT
Salon F
Tuesday, May 12

9:00am PDT

Keynote - Kevin Lamoureux

Kevin Lamoureux

University of Winnipeg

Tuesday May 12, 2020 9:00am - 10:15am PDT
Harbourfront Ballrooms

10:45am PDT

‘Uy’ skweyul (Good Day in Hul’q’umi’num’): Indigneous Pedagogy Conversations
‘Uy’ skweyul (Good Day in Hul’q’umi’num’)
As an Indigenous staff person at a post-secondary institution I have had the honour of facilitating and attending workshops, meetings and events around engaging in reconciliation, Indigenous pedagogy, Indigenization in our teaching and learning practices and decolonization of our institution.

This is a safe space to ask those hard uncomfortable questions. We will start with a brief history of Indigenous Canada because how do we know where we are going if we don't know where we come from? What it is to be Indigenous in a colonial system and how do I find my space? How can we support decolonization of our class and institutions when by foundation that is how they work? What is indigenous pedagogy considering there are many different Indigenous groups and cultures? how to be a good ally and commonly asked questions. After the presentation there will be time for questions and comments.


Tuesday May 12, 2020 10:45am - 11:15am PDT
Salon F

11:35am PDT

Digital Delivery Instruction and Remote Indigenous Communities
Research highlights both the need and the benefits of distance education for rural and remote Indigenous communities. The first need arises from demands to find innovative ways to meet the educational needs of a growing and young Indigenous population, who often live in rural and remote parts of the country.
Because many Indigenous people live far from urban centres that offer an array of options for those wishing to pursue post secondary education, access to a quality education has been a challenge for many Indigenous people and communities situated in rural and remote regions. Digital delivery instruction [DDI] has been touted by researchers and community leaders as one way to serve this growing, and increasingly young population (Ambler, 2004; Assembly of First Nations, 2010a, 2010b; Beaton & Carpenter, 2014; Fahy, Steel, & Martin, 2009; Sisco, 2010).
By creating educational options that allow Indigenous people to stay in their home community, distance learning can contribute to the long-term sustainability of their communities (Beaton & Carpenter, 2014).
Closely related to promoting sustainable communities, DDI options can also support efforts by Indigenous nations to ensure their constitutionally recognized rights to self-determination and control over what happens on their traditional lands are maintained in the face of governments that have historically sought to undermine these rights.
The AFN (2010a, 2010b), for example, has argued that the importance of post-secondary education and skills training for First Nations youth and adults should not only meet the economic needs and economic aspirations of individuals, but should also contribute to the capacity for nation building required to foster strong First Nations governance and cultural revitalization.
The Centre for Teaching & Learning at the College of New Caledonia undertook a project to bring DDI to the Cheslatta Carrier Nation Community in Northern BC. Come hear what we learned about the possibilities for that as well as the growth we experienced in better understanding “indigenizing education.”


Tuesday May 12, 2020 11:35am - 12:05pm PDT
Salon F

1:15pm PDT

Indigenous Pedagogies and Shifting Perspectives
At its best, the language of academia can be thought –provoking. At its worst, it can be very confusing. Words like decolonization, settler identity, indigenization, resurgence, and many others have been in the academic parlance in the past 10 years. But what do they mean; where do they apply; how are they lived, represented, embodied?
This workshop will invite attendees to explore language and the ways in which we utilize words to represent who we are, and to reflect on ways in which we can engage in meaningful conversation about the shared responsibilities we hold as citizens of this country. Through Indigenous pedagogies, we will explore ways in which we can learn to shift perspectives, unlearn, and re-frame our distorted understandings of the world, and of the words we have inherited to talk about, describe, and teach about Indigenous people.

Tuesday May 12, 2020 1:15pm - 4:00pm PDT
Salon E
Wednesday, May 13

10:45am PDT

Indigenous Representation in Popular Culture
For many people working in education the media forms of Reality/Factual TV, Animated Disney blockbusters, and Computer Games are considered forces that disrupt and distract students from their real studies. I believe that we've been tricked into believing these lowbrow forms are worthless, when the real trick is that these increasing popular entertainments (often considered unworthy of scholarly activity), can be great forces of good that can lead the way in education, and even Truth & Reconciliation. When Two-spirited couple. Anthony Johnson and James Makokis, won Canada's Amazing Race in 2019, this was perhaps the first time the Two- Spirited community was seen in a positive light in the mainstream. They raised awareness, they modelled respect and love for all peoples, and they won. When Disney's 1995 Pocahontas animated film came out it was widely criticized in Indigenous circles for reinforcing damaging stereotypes and sexualizing Indigenous 'princesses'. Yet Disney took on this criticism to eventually make Moana, where they created a positive Polynesian princess who didn't need a man to fulfil her, and proved that her navigational knowledge was as good as any European science. Most recently, Frozen 2 took on the criticism that the original Frozen exploited Indigenous Sami People, and the sequel was made with Sami consultation and a Truth & Reconciliation theme. The character of Olaf the snowman can even been seen as part of the Trickster/Shapeshifter archetype found in many Indigenous cultures. Meanwhile, the gaming world has been rightly criticized for its representation of gender, race and graphic violence, but there's been a rise in positive Indigenous games (like Never Alone), and academic/game designers like Dr. Elizabeth Le Pensee (Anishanaabe/Metis/Irish) So how can we take what are often considered disruptive forces and use them to help our goals of Indigenization/Decolonisation and stop demonizing popular culture. I'd like to throw that wero (challenge in Maori) out to everyone. I'd like people to bring along their prejudices about these forms, and also perhaps their pride/guilty pleasure in finding worth in some of these, to share and to play, and see if the tribe has indeed spoken... but we haven't been listened. Nga mihi nui / many thanks David Geary (Taranaki Maori / Pakeha - English/Irish/Scottish settler, and Canadian since 2008)

avatar for David Geary

David Geary

Instructor, Capilano University
I teach scriptwriting in the IIDF Indigenous Independent Filmmaking program at Cap U, documentary, playwriting, and write haiku on twitter @gearsgeary. I'm from the New Zealand Maori iwi/tribe Taranaki and the settler nations of England, Scotland, and Ireland; and now also a Canadian... Read More →

Wednesday May 13, 2020 10:45am - 12:05pm PDT
Salon E

1:15pm PDT

First Peoples Principles of Learning Resource
The modern world is characterized by connection facilitated through technology, and many educators seek ways to help students obtain the 21st Century skills needed to navigate our globalized connected world.  In British Columbia, a reasonably new framework, but one rooted in centuries of knowledge and teachings, is the under-explored and under-utilized First Peoples Principles of Learning (FPPL). This set of guiding principles recognizes and emphasizes the notion that connectedness and reciprocity are inherent in learning. Further, we feel that the FPPL offer educators and learners a holistic way to approach teaching and learning that honours and recognizes Indigenous ways of knowing. Our online resource can help teachers bridge the gap with technology. Through our resource, we explain the origins and importance of the FPPL, we provide deep mapping and H5P interactivities that focuses on the connection between place, personal storytelling and identity, and we provide several specific lesson ideas that use technology to incorporate the FPPL into the classroom.  
Please view the resource at: https://learningconference-fppl.trubox.ca/


Jamie Drozda

Thompson Rivers University

Wednesday May 13, 2020 1:15pm - 1:45pm PDT
Salon E

2:05pm PDT

Disrupting the Norm: Indigenous Pedagogy and Teacher Education
Disrupting the Norm- Indigenous Pedagogy and Teacher Education

Matters related to Indigenous peoples have come to the national consciousness of Canadians in recent times. This awakening of the nation to the issues relative to Indigenous peoples have reverberated from sector to sector. This recognition that Indigenous matters are consequential to national and community development has implications and disruptions for teacher education programs.
The disruption in teacher education programs are necessary for schools to achieve the following two major goals (a) to educate students in academic and cognitive skills and (b) to educate students to function occupationally and socio-politically in society (Fullan, 1982). To promote a nuanced understanding of Indigenous peoples and adequately address their way of knowing, teacher education programs must position preservice teachers to utilize the appropriate Indigenous pedagogy and ways of knowing in their teaching praxis. Using Fullan’s (1982) construct of change in education, this paper examines the extent to which teacher education programs can play a pivotal role, in bridging the disruption that should occur in teacher education programs.
Facilitating an understanding of Indigenous ways of knowing challenges the fabric of teacher education, where the organization and structure of knowledge systems have followed the Western pattern for centuries. Traditionally, knowledge acquisition has been based, to a great extent, on book knowledge and less on other forms of knowing. This paper examines disruptions to the norm and steps taken by one university, while collaborating with Indigenous peoples on education matters, bringing together different epistemologies and ideologies that influence its teacher education program.


Wednesday May 13, 2020 2:05pm - 2:35pm PDT
Salon E