ror.org/01aff2v68
Résumés
Abstract
The Canadian academy is dominated by Western epistemologies that devalue Indigenous ways of knowing and marginalize Indigenous communities, cultures, and histories (Louie et al., 2017). This paper draws on a cross-disciplinary, interprofessional collaboration between a School of Public Health Sciences and School of Social Work to develop an online graduate course that sought to advance knowledge and practice in Indigenous wellbeing and health through a social justice lens. We explore key considerations, strategies, and challenges undertaken by an interdisciplinary group of non-Indigenous professors to create a learning experience for students that challenges colonial ways of seeing, being, knowing, and doing in the professional practice fields of public health and social work and that serves to elevate and sustain Indigenous voices, knowledges, sciences, and practices within the academy. In doing so, we centre the process of course development, including working with an Indigenous Advisory Circle and Indigenous contributors of content, guest lecture videos, and artwork. The paper describes the creation of a relational teaching and learning community, while raising concerns about the institutionalization of this approach to Indigenous-focused course development in the absence of the structural changes needed to enhance the presence of Indigenous faculty and Elders in academic institutions.
Keywords:
- Indigenous wellbeing,
- decolonizing pedagogy,
- Indigenizing curriculum,
- public health,
- social work
Parties annexes
Bibliography
- Antone, J. (2021a). Caring [Digital painting]. Oneida, Southwold ON, Canada.
- Antone, J. (2021b). Seed story [Digital painting]. Oneida, Southwold ON, Canada.
- Antone, J. (2021c). Seed story borders – Compassion [Digital painting]. Oneida, Southwold ON, Canada.
- Antone, J. G. (n.d.). Kaluyahawi (Jocelyn) Antone tells her seed story. In Daley et al. (n.d.), SWK654R/HLTH 644: Indigenous Wellbeing, Health, and Social Justice – Opening of the Course. https://learn.uwaterloo.ca/d2l/le/content/799562/viewContent/4342797/View
- Archibald, J. (2008). Indigenous story work: Educating the heart, mind, body and spirit. UBC Press.
- Barkaskas, P. M., & Gladwin, D. (2021). Pedagogical talking circles: Decolonizing education through relational Indigenous frameworks. Journal of Teaching and Learning, 15(1), 20-38. https://doi.org/10.22329/jtl.v15i1.6519
- 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, 331–340.
- Batz, G. (2018). The Ixil University and the decolonization of knowledge. In L.T. Smith, E. Tuck, & K.W. Yang (Eds.), Indigenous and Decolonizing Studies in Education: Mapping the Long View (pp. 103-115). Routledge.
- Batz, G. I. (2020). Maya resistance against megaprojects in Cotzal, Guatemala. Theory &Event, 23(4):1016-1036.
- Brunette-Debassigne, C. (2022, January 11). Questioning colonialism in university administration. University Affairs. https://www.universityaffairs.ca/opinion/in-my-opinion/questioningcolonialism-in-university-administration/
- Castleden, H., Darrach, M., & Lin, J. (2022). Public health moves to innocence and evasion? Graduate training programs’ engagement in truth and reconciliation for Indigenous health. Can J Public Health 113(2):211-221. doi: 10.17269/s41997-021-00576-7.
- Cote-Meek, S. (2018). The age of reconciliation: Transforming postsecondary education. In E. McKinley & L. Smith (Eds.), Handbook of Indigenous education (pp. 1–10). Springer.
- Cote-Meek, S. & Moeke-Pickering, T. (Eds.). (2020). Decolonizing and Indigenizing education in Canada. Canadian Scholars.
- Daley, A., Neufeld, H., Skinner, K., & Van Katwyk, T.(n.d.), SWK 654R/HLTH 644: Indigenous Wellbeing, Health, and Social Justice. University of Waterloo. https://learn.uwaterloo.ca/d2l/home/669013
- Ecampus Ontario. (n.d.). Summary of Ontario Commons License – No Derivatives (Version 1.0) (OCL-ND-1.0). https://www.ecampusontario.ca/licensing/
- Embrick, D. G., & Moore, W. L. (2020). White space(s) and the reproduction of white supremacy. American Behavioural Scientist, 64(14), 1935-1945.
- Ermine, W. (2007). The ethical space of engagement. Indigenous Law Journal, 6(1), 193-204. https://heinonline.org/HOL/Ph=hein.journals/ilj6&i=193
- Fortier, C., & Hon-Sing Wong, E. (2019). The settler colonialism of social work and the social work of settler colonialism. Settler Colonial Studies, 9(4), 437-456.
- Freeman, B. M., & Van Katwyk, P. (2020). Navigating the waters: Understanding allied relationships through a TekémiTeyohà:keKahswénhtake two row research paradigm. Journal of Indigenous Social Development, 9(1), 60-76. https://journalhosting.ucalgary.ca/index.php/jisd/article/view/70238/53997
- Goodchild, M., Senge, P., Scharmer, C. O., Longboat, Roronhiakewen (He Clears the Sky), D., Longboat, K. D., Hill, R. & Deer, Ka’nahsohon (A Feather Dipped in Paint), K. (2021). Relational systems thinking: That’s how change is going to come, from our earth mother. Journal of Awareness Based Systems Change, 11(1), 75-103. https://doi.org/10.47061/jabsc.v1i1.577
- Gray, M., Coates, J., Bird, M. Y., & Hetherington, T. (Eds.). (2016). Decolonizing social work. Routledge.
- Greenan, K. A. (2021). The influence of virtual education on classroom culture. Frontiers in Communication, 18(6:641214). https://doi.org/10.3389/fcomm.2021.641214
- Henry, F., Dua, E., James, C. E., Kobayashi, A., Li, P., Ramos, H., & Smith, M. S. (2017). The equity myth: Racialization and Indigeneity at Canadian universities. UBC Press.
- Hiller, C. (2016). “No, do you know what your treaty rights are?” Treaty consciousness in a decolonizing frame. Review of Education, Pedagogy, and Cultural Studies, 38(4), 381-408.
- hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
- Kennedy-Kish (Bell), B., Sinclair, R., Carniol, B. & Baines, D. (2017). Case critical: Social services and social justice in Canada. Between the Lines.
- Kovach, M. (2021). Indigenous methodologies: Characteristics, conversations, and contexts. (2nd ed.). University of Toronto Press.
- Lindstrom, G.E. (2022). Accountability, relationality and Indigenous epistemology: Advancing an Indigenous perspective on academic integrity. In S.E. Eaton & J. C. Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge. Springer. https://doi.org/10.1007/978-3-030-83255-1
- Louie, D., Poitras-Pratt, Y., Hanson, A., & Ottmann, J. (2017). Applying Indigenizing principles of decolonizing methodologies in university classrooms. Canadian Journal of Higher Education /Revue canadienne d’enseignement supérieur, 47(3), 16-33. https://doi.org/10.7202/1043236ar
- Maylor, U. (2012). Key pedagogical thinkers: Paulo Freire: An influential educator. Journal of Pedagogic Development, 2(3):24. https://www.beds.ac.uk/jpd/journal-of-pedagogicdevelopment-volume-2-issue-3/
- Miltenburg, E. Neufeld, H. T., & Anderson, K. (2022). Relationality, responsibility, and reciprocity: Cultivating Indigenous food sovereignty within urban environments. Nutrients 14(9). 1737. https://doi.org/10.3390/nu14091737
- Mbembe, A. J. (2016). Decolonizing the university: New directions. Arts and Humanities in Higher Education, 15(1), 29–45. https://doi.org/10.1177/1474022215618513
- National Inquiry into Missing and Murdered Indigenous Women and Girls. (2019). Reclaiming power and place: The final report of the national inquiry into missing and murdered Indigenous women and girls. https://www.mmiwg-ffada.ca/final-report/
- Neilson Bonikowsky, L. (2015). The origin of the name Canada. The Canadian Encyclopedia. https://www.thecanadianencyclopedia.ca/en/article/lets-call-itefisga-feature
- Miltenburg, E., Neufeld, H.T., Peach, L., Perchak, S., & Skene, D. & (2021, June 6). Seed sowing: Indigenous relationship-building as processes of environmental actions. Canadian Institute for Climate Choices. https://climateinstitute.ca/publications/seed-sowing-indigenousrelationship-building/
- OCAV/RGAE Joint Working Group. (2020). Lighting the fire: Experiences of Indigenous faculty in Ontario universities. University of Waterloo. https://uwaterloo.ca/human-rights-equityinclusion/sites/ca.human-rights-equity-inclusion/files/uploads/files/lighting_the_fire_-_experiences_of_indigenous_faculty_in_ontario_universities.pdf
- Ontario Confederation of University Faculty Associations (OCUFA). (2022, January 26). Strong, stable funding for Ontario’s universities: An investment in the future. https://ocufa.on.ca/assets/2022-Pre-Budget-Submission.pdf
- Pilarinos, A., Field, S., Vasarhelyi, K., Hall, D., Fox, D., Price, R., Bonshor, S. & Bingham, B. (2023). A qualitative exploration of Indigenous patients’ experiences of racism and perspectives on improving cultural safety within health care. CMAJ Open, 11(3) E404-E410; DOI: https://doi.org/10.9778/cmajo.20220135
- Porter, T. (n.d.). Mohawk (Haudenosaunee) teaching elder: Tom Porter. Four Directions Teachings.com. https://fourdirectionsteachings.com/transcripts/mohawk.html
- Richardson, L., & Crawford, A. (2020). COVID-19 and the decolonization of Indigenous public health. CMAJ, 192(38) E1098-E1100; DOI: https://doi.org/10.1503/cmaj.200852
- Sajnani, N., Mayor, C., & Tillberg-Webb, H. (2020). Aesthetic presence: The role of the arts in the education of creative arts therapists in the classroom and online. The Arts in Psychotherapy, 69:101668. https://doi.org/10.1016/j.aip.2020.101668
- Schiffer, G. (2021). Decolonizing child welfare webinar panel. Decolonizing Child Welfare Webinar Series, Native Child & Family Services Toronto. September 30, 2021.
- Smith, L.T. (1999). Decolonizing Methodologies: Indigenous Peoples and Research. Zed Books.
- Smith, L.T., Tuck, E., & Yang, W. (Eds.). (2018). Indigenous and Decolonizing Studies in Education: Mapping the Long View. Taylor & Francis Group. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/waterloo/detail.action?docID=5430469.
- Smith, G., & Webber, M. (2018). Transforming research and Indigenous education struggle. In E. McKinley & L. Smith (Eds.), Handbook of Indigenous Education. Springer.
- Truth and Reconciliation Commission of Canada. (2012). Truth and reconciliation commission of Canada: Calls to action. https://www2.gov.bc.ca/assets/gov/british-columbians-ourgovernments/indigenous-people/aboriginal-peoples-documents/calls_to_action_english2.pdf
- Tuck, E. & Gaztambide-Fernández, RA. (2013). Curriculum, Replacement, and Settler Futurity. Journal of curriculum theorizing. 29(1):72-89.
- Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
- Tuck, E., & Yang, K. W. (Eds.). (2014). Youth resistance research and theories of change. Routledge.
- Webster, R., & Wolfe, M. (2013). Incorporating the aesthetic dimension into pedagogy. Australian Journal of Teacher Education, 38(10), 21–33.
- Wilson. S. (2008). Research is ceremony: Indigenous research methods. Fernwood Publishing.
- York University. (n.d.). Colonialism, coloniality and settler colonialism. https://www.yorku.ca/edu/unleading/systems-of-oppression/coloniality-and-settler-colonialism/
- Yellow Bird, M. J., & Chenault, V. S. (1999). The role of social work in advancing the practice of Indigenous education: Obstacles and promises in empowerment-oriented social work practice. In, K. G. Swisher & J. W. Tippeconnic III (Eds.), Next steps: Research and practice to advance Indian education (pp. 201-238). Appalachia Educational Laboratory, Inc.