Disruptive Knowledge in Education for Reconciliation: The Effects of Indigenous Course Requirements on Non-Indigenous Students’ Attitudes 

Abstract

Following the Truth and Reconciliation Commission of Canada, various institutions have embarked on diverse educational initiatives in the name of creating equitable and respectful relationships between Indigenous and non-Indigenous Peoples. One such initiative is the University of Winnipeg’s mandate that all undergraduate students fulfill an Indigenous Course Requirement (ICR). Using the framework of disruptive knowledge, this mixed-methods study investigated the impact of select ICR courses on non-Indigenous students’ attitudes. Results revealed increased recognition of discriminations facing Indigenous Peoples, increased support for systemic change, and self-described behavioural changes. At the same time, these results highlight the limitations of such courses within a settler-colonial context.

The impact of education about historical and current injustices, individual racism and systemic racism on anti‐Indigenous racism

“…During the intervention time point in both studies, condition had similar effects on Indigenous‐related thoughts, feelings and knowledge. In Study 1, various experimental conditions increased scores on the Privity Measure, Knowledge Assessment, Empathy Index, Feeling Thermometer Scale, Pro‐Indigenous Behavioural Intentions Measure and Political Solidarity Measure, as in previous research (Neufeld et al., 2022; Siemens & Neufeld, 2022; Starzyk et al., unpublished data; Teixeira et al., 2022). In Study 2, probably due to the larger sample size and subsequent increases in statistical power (see OSM Supplement 3), any experimental condition significantly outperformed the control condition on these variables.…”

“…As in previous research, we expected our intervention would shift participants’ scores on modern racism (e.g., Hill & Augoustinos, 2001), the feeling thermometer (e.g., Starzyk et al., unpublished data), political solidarity (e.g., Starzyk et al., unpublished data), empathy (e.g., Neufeld et al., 2022), privity (Neufeld et al., 2022), knowledge (e.g., Siemens & Neufeld, 2022), awareness of privilege (Siemens & Neufeld, 2022) and behavioural intentions (Neufeld et al., 2019). We expected these shifts both cross‐sectionally and longitudinally.…”

“The More You Know”: Critical Historical Knowledge About Indian Residential Schools Increases Non‐Indigenous Canadians' Empathy for Indigenous Peoples

“…Scholars and advocates also call for education that upholds and promotes Indigenous epistemologies (Battiste, 2013;TRC, 2015c), such as knowledge about and connection to the land (Hampton & DeMartini, 2017), as well as relays "counter-stories" of resistance and resilience both within and beyond Indian Residential Schools (Madden, 2019). This literature offers special prescriptions for educating non-Indigenous learners, particularly those belonging to the White majority (as did most participants in our studies): Their (un)learning should be continuous, emphasize systemic and present-day injustice, illuminate non-Indigenous peoples' participation in oppressive systems, and compel them to take sustained action (Czyzewski, 2011;Davis et al, 2017;Gebhard, 2017;Hiller, 2017;Regan, 2010;Siemens & Neufeld, 2021). Given the potential for this deeper education to elicit defensiveness and system threat (Jost et al, 2010;Kay et al, 2009), and perhaps strengthen prejudice (Imhoff & Banse, 2009), future research should consider the impact of these more intensive educational experiences.…”

Navigating Colonial Space: A Case Study of an Indigenous Student-Led Decolonial Movement in Canadian Higher Education

“…Two independent studies were engaged regarding the ICR at UWinnipeg. A study by Lepp Friesen (2017) focused on the initial implementation year of the ICR in 2016/2017, and a study by Siemens and Neufeld (2022) studied the impact of select ICR courses on non-Indigenous students' attitudes. In both studies, the authors discern the impetus through drawing on available documents and news articles.…”