| Title | Author | Description |
| Decolonising SOAS Learning and Teaching Toolkit for Programme and Module Convenor May 2018 | Decolonising SOAS Working Group, SOAS University of London | “This toolkit aims to promote awareness and reflection about forms of racialised disadvantage that can be potentially mitigated through revising approaches to curriculum and pedagogy.” |
| Strategies for Decolonizing Curriculum and Pedagogy | Concordia University Centre for Teaching and Learning | Strategies to consider as you begin to decolonize and indigenize your course or program. This webpage also contains related links to resources. |
| Decolonising the Curriculum | Melz Owusu, Tedx University of Leeds (video) TED talk | |
| Decolonising the curriculum: Southern interrogations of time, place and knowledge | Catherine Manathunga, SOTL in the South, Volume 2, Issue 1 | Abstract: “Despite decades of postcolonial, Indigenous and feminist research, dominant Northern knowledge continues to claim universality across time and space in many academic disciplines and continues to ignore geopolitical power struggles over knowledge. This has taken on a particular urgency in South Africa since the #RhodesMustFall and #FeesMustFall student campaigns beginning in 2015. The international Scholarship of Teaching and Learning (SOTL) field has only begun to grapple with the implications of Southern theory for teaching and learning. In this article, I focus on Southern interrogations about time, place and knowledge and what they offer us in terms of decolonising the curriculum and southernising SOTL. I apply these theoretical resources to the need to trouble taken-for-granted knowledge hierarchies between Northern and Southern knowledge and argue for a truly dialogic knowledge exchange and redistribution of epistemological privilege. I illustrate how these theoretical resources can be applied to the site of intercultural postgraduate supervision and conclude by extrapolating the implications of this theoretical work to efforts to decolonise the undergraduate and postgraduate university curriculum.” |
| Indigenization Strategy: Policies and Procedures Working Group | Dr. Doug Peers (Chair) | This document contains draft recommendations for an Indigenization plan for the University of Waterloo. |
| Camosun Policy — Indigenization | Camosun College | Indigenization policy for Camosun College |
| Resources for Indigenizing Higher Education | Thompson Rivers University | This website contains links to resources, post-secondary Indigenization Initiatives, and technical reports. |
| Indigenizing University Governance: Considerations For Yukon University October 2018 | K. Staples, R. Klein, L. Kinnear and T. Southwick | This is a report on a Yukon College workshop that brought together representatives from 15 post-secondary institutions and multiple First Nations to share perspectives, experiences, and ideas on bridging university governance and Indigenization. The workshop was held in Whitehorse, Yukon in March 2018. |
| Indigenizing the Academy | Canadian Association of University Teachers | This webpage lists policies and practices to Indigenize the Academy. |
| University of Regina, Office of Indigenization, Plans and Policies | University of Regina | This webpage contains links to policies, plans, and guidelines regarding Academic Indigenization. |
| Indigenization Guide: Promising Practices and Policies to Support Student Transformation | J. Caldwell | Many post-secondary institutions have developed policies, procedures, and practices to Indigenize their institutions. This webpage includes a compiled list of key policies and procedures developed at institutions in BC and Canada. |
| Unsettling Methodologies/Decolonizing Movements | Craig Fortier, University of Waterloo; Journal of Indigenous Social Development Volume 6, Issue 1 (2017) | “Abstract : As movements for social justice within settler colonial states like Canada and the United States begin to centralize Indigenous struggles for sovereignty as foundational to liberation, non-Indigenous movement participants are challenged to contend with what it means to decolonize within their respective movements. This article explores the potential to engage in decolonizing research methodologies among non-Indigenous anti-authoritarian activist groups. Based on an ethnographic and qualitative research with activists, this paper highlights three core themes emerging out of an attempt to assert a decolonizing methodological approach to research in non-Indigenous activist communities, including: identity and belonging, accountability and consent, and responsibility and appropriation.” |
| Reconciliation and Education — Where are we at in Nunavik? | Robert Watt, May 29, 2018, EdCan Network | This article discusses Kativik Ilisarniliriniq — the school board of Nunavik. It provides a brief history of the school board, Inuit-controlled education, program and curriculum development, the curricular framework, the Nunavik History Program, Nunavik Sivunitsavut, and teacher training and certification. |
| Indigenous Canada Massive Open Online Course | University of Alberta Faculty of Native Studies | Indigenous Canada is a Massive Open Online Course (MOOC) from the Faculty of Native Studies that explores Indigenous histories and contemporary issues in Canada. From an Indigenous perspective, this course explores key issues facing Indigenous peoples today from a historical and critical perspective highlighting national and local Indigenous-settler relations. Indigenous Canada is for students from faculties outside the Faculty of Native Studies with an interest in acquiring a basic familiarity with Indigenous/non-Indigenous relationships. |
| How I am learning to include Indigenous knowledge in the classroom | Kathleen Gallagher | This is an opinion article on the University Affairs website. The author discusses learning from Indigenous writers and obligations as researchers. |
| Decolonizing the university in an era of Truth and Reconciliation | Academic Matters OCUFA’s Journal of Higher Education; Michael Conlon, Executive Director | Journal |
| Indigenous educational resources for faculty and students | Concordia University Library | This is a guide designed to assist faculty at Concordia University to decolonize and indigenize curriculum. Resources include journal articles, books, reports, films, online portals, and more. |
| Inspiring Relationships Indigenization Plan | Corrine Michel (Project Lead), Camosun College | This plan resulted from collaborative engagement with students, Aboriginal communities, and organizations. It includes an overview of the planning context including the definition and history of Indigenization and the consultation process. The Indigenization Plan 2013-2014 is based on four corner posts of curriculum development and delivery; services for students; policy and strategic planning; and employee education. |
| Resources for decolonizing & indigenizing the curriculum | Concordia University Centre for Teaching and Learning | This website contains links to: books; articles on decolonizing teaching practices, indigenous education, land based pedagogy, and online learning; resources on Haudenosaunee Confederacy; and web links of Haudenosaunee Communities. |
