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Indigenizing Columbia College: Indigenizing the Classroom
Indigenizing the classroom, decolonizing our minds
The foundational legal document that guides official Canadian policy towards indigenous peoples. The Act is undergoing scrutiny due to its outdated approach and terminology, and the current federal government has pledged to change it.
A theoretically informed model of Indigenous systems of knowledge serves as a pedagogical tool to support the labour of boundary spanning and code-switching between Euro-American knowledge organization practices and Indigenous knowledge organization practices.
Q’um Q’um Xiiem, Dr. Jo-ann Archibald, Professor Emeritus, UBC Faculty of Education developed this website to help educators learn about Indigenous cultures and ways of knowing, predominantly through Indigenous traditional and life-experience stories.
Indigenous researchers are knowledge seekers who work to progress Indigenous ways of being, knowing and doing in a modern and constantly evolving context. This book describes a research paradigm shared by Indigenous scholars in Canada and Australia, and demonstrates how this paradigm can be put into practice.
Explores the ways in which imperialism is embedded in disciplines of knowledge, and argues that the decolonization of research methods will help reclaim control over Indigenous ways of knowing and being.
Leading Native scholars from diverse disciplines and communities offer uncompromising assessments of current scholarship on and by Indigenous peoples and the opportunities awaiting them in the Ivory Tower.
Drawing on treaties, international law, the work of other Indigenous scholars, and especially personal experiences, Marie Battiste documents the nature of Eurocentric models of education, and their devastating impacts on Indigenous knowledge.
Builds on the seven principles of respect, responsibility, reciprocity, reverence, holism, interrelatedness, and synergy that form a framework for understanding the characteristics of stories, appreciating the process of storytelling, establishing a receptive learning context, and engaging in holistic meaning-making
Reconciliation Through Indigenous Education
Freely available video series from the UBC MOOC "Reconciliation Through Indigenous Education"
âpihtawikosisân is Métis from the Plains Cree speaking community of Lac Ste. Anne, Alberta. She currently lives in Montreal where she works in education, Aboriginal law, and the Cree language. She holds a BEd, an LLB and teaches indigenous youth.
"To be an educator in Saskatchewan is to ask oneself: how do I ensure that all students gain access to respectful and accurate information about First Nations peoples; how do I work to close the achievement gap for First Nations learners?"
"Decolonization is indeed oppositional to colonial ways of thinking and acting but demands an Indigenous starting point and an articulation of what decolonization means for Indigenous peoples around the globe."
TEFA welcomes Harlan Pruden, UBC PhD student and First Nations Cree scholar and activist, as he shares his fascinating journey and perspective on being Two Spirit. Come and learn more about what it means to be Two Spirit and how we can take an intersectional approach to better understand and support students who are both Indigenous and sexual or gender minorities.