Following the release of the Truth and Reconciliation Commission of Canada’s Calls to Action, Canadian universities and colleges have felt pressured to indigenize their institutions. What “indigenization” has looked like, however, has varied significantly. Based on the input from an anonymous online survey of 25 Indigenous academics and their allies, we assert that indigenization is a three-part spectrum. On one end is Indigenous inclusion, in the middle reconciliation indigenization, and on the other end decolonial indigenization. We conclude that despite using reconciliatory language, post-secondary institutions in Canada focus predominantly on Indigenous inclusion. We offer two suggestions of policy and praxis— treaty-based decolonial indigenization and resurgence-based decolonial indigenization—to demonstrate a way toward more just Canadian academy.
Utilizing the parameters of the dreaming phase in the decolonizing framework developed by Poka Laeuni (2009), this paper investigates how culturally inclusive education and anti-racist education philosophies have been posited as potential approaches to decolonizing Canadian K-12 schools. To examine how culturally inclusive education manifests in Ontario’s K-12 system as a result of the Ontario First Nation, Métis, and Inuit Educational Policy Framework, this paper explores three topic areas. First, I provide a literature review of culturally inclusive education; second, I offer a literature review of anti-racist education; and third, having assessed the shortcomings of the two pedagogies previously, I conclude that neither culturally inclusive education nor anti-racist education are sufficient alone as decolonizing strategies. From this analysis, I hypothesize that by weaving components of the two pedagogies together, a possible decolonizing framework may be created. Keywords: education; culturally inclusive education; anti-racist education; Indigenous education; decolonization
The author of this paper uses autoethnography to explore some of her experiences being born with the congenital malformation syndactyly, calling the process her deformography. She engages in this process for two reasons: a) to move syndactyly out of the medical literature, and b) as a step in a self-empowering process towards acceptance. In so doing, the paper explores social ideologies of difference that have affected her in her lifetime, with particular focus on Ancient Sparta and Nazi Germany. The paper concludes with the author’s realization that although she understands how difference “works” on a cognitive level, she has more to do on her healing journey.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.