Decolonization for the Masses?

Grandmother Cedar as Educator: Teacher Learning Through Native Knowledges and Sovereignty Curriculum

“…Institutional partnerships inform what teachers entangled in settler schools and society can do, since meaningful implementation is impossible solo. Un- or under-funded policies and laws like Since Time Immemorial weigh on Native communities (Ahenakew, Ahtahkakoop Cree , 2016; Gaudry, Métis & Lorenz, 2018; NCAI, 2019), who already experience a minority tax and educational debt (Brayboy et al, 2015; Ladson-Billings, 2006). One nation in this study consults with over 20 school districts, funding their own curricular representation.…”

“…Educators who viewed challenges with standardized testing, published curricula, and collaborative planning more passively showed limited STI implementation, while those with stances and identities as “agents of change” showed strongest practice. Programs must strengthen efforts to recruit, prepare, and retain more Indigenous educators and Indigenous faculty in teacher education, alongside other educators of color (Gaudry & Lorenz, 2018; Stanton et al, Amp-skaa-pi Piikani , 2019). Those influencing institutional culture and policy change in relationship to Native peoples, knowledges, and Lands can challenge state and other policies that limit opportunities to incorporate Native studies or provide immersive learning experiences.…”

Student Transfer Mobility within Indigenous Programs: Pathways of Access or Appropriation?

“…Indigenous students are faced with a multitude of barriers when studying at post-secondary institutions. They experience racism (Bailey, 2016;Fredericks et al, 2022;Gaudry & Lorenz, 2019;MacDonald et al, 2023), interpersonal discrimination, frustration with the university system, and feelings of isolation and alienation from the non-Indigenous student body (Bailey, 2016). They contend with cultural misunderstandings and ignorance, and in the classroom they are often forced to bear the burden of educating non-Indigenous students and professors about Indigenous worldviews, decolonization, and responsible allyship (Dubois Brooks et al, 2021;Jacob et al, 2019).…”

“…Indigenous students' voices and experiences can be erased in the classroom when they raise issues that are uncomfortable and serve as counter narratives to non-Indigenous students' and faculty's understandings of the world (McGloin, 2015). Non-Indigenous students may also reject their need for unlearning, pushing back against the material presented and the instructor presenting it (Gaudry & Lorenz, 2019). In some instances, Indigenous students can be subject to derogatory comments by non-Indigenous students (Bailey, 2016;Gaudry & Lorenz, 2019).…”

Commitment to Positive Change: Structural Anti-racism Audit of Nursing Education Programs

“…Based on decolonial and antiracist theory (Garneau et al, 2018;Gaudry & Lorenz, 2018;Kendi, 2019;McGibbon & Etowa, 2009), we propose to engage in systems-level action (McGowan et al, 2020;Mulgan, 2006;van Wijk et al, 2018) and examine institutional structures through an anti-racist framework (Sutton, 2002) based on audit processes for equity, diversity, and inclusion (Chun & Evans, 2019;Olson, 2020;Skrla et al, 2004;Skrla et al, 2009;Zion, et al, 2020). Structures within and influencing curriculum, pedagogy, evaluation will be examined to advance systems-level anti-racist practices and policies (Moorley et al, 2020) with Nursing students, faculty, staff, leadership as a foundation for equitable Nursing education and care (National Collaborating Centre for the Determinants of Health, 2014).…”