Thematic Analysis of Indigenous Students’ Experiences with Indigenization at a Canadian Post-secondary Institution: Paradoxes, Potential, and Moving Forward Together

Abstract

Indigenization is a relatively new phenomenon in Canada. It is a broad concept that includes everything from changing physical spaces to challenging Western epistemologies and the status quo. In this study, I describe nine Indigenous students’ experiences with Indigenization at the University of Saskatchewan. Students were impacted both positively and negatively by their engagement: They described both opportunities borne of engagement with Indigenization and detriments such as exhaustion and lack of basic needs. In terms of methods to Indigenize, the participants described the importance of representation, centring Indigenous values and knowledges, and creating communities that can Indigenize. I end the paper with four policy recommendations for post-secondary institutions interested in Indigenization.

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

“…Participants in this study expressed the transformational impact of Indigenous instructors and guest speakers. Moreover, centring Indigenous voices in education is also consistent with calls for reconciliation as well as Indigenization and decolonization (Battiste, 2013;Efimoff, 2021;Gaudry & Lorenz, 2018). Therefore, it is essential that in ICRs, non-Indigenous students do not merely learn about but also learn from their Indigenous neighbours, such as Elders, Knowledge Keepers, Indian Residential School Survivors, Land Defenders, and others who occupy spaces within and beyond academia.…”

“…Our data nevertheless highlight the need to understand the experiences of Indigenous students. Given the problematic ideas and beliefs described in our data, it is plausible that Indigenous students encountered racism and ignorance during the ICR (see also Efimoff, 2021;Harp, 2019). Due to the myriad negative consequences of exposure to even seemingly "small" incidences of racism (Mouzon et al, 2017;Williams et al, 2003), it is essential to examine the potential negative effects of these courses on Indigenous students.…”

“…In particular, the data revealed shifting attitudes toward mandatory learning on Indigenous matters, histories, and cultures. Prior to their ICR, most participants had concerns about the requirement, viewing it as a threat to their GPA and "a waste of time" (P1), an annoyance (P6), or unnecessary (P3, P4, P5, P7); such resistance to and dismissal of ICRs reflects structural racism (Efimoff, 2021). But students were much more sup-Canadian Journal of Education / Revue canadienne de l'éducation 45:2 (2022) www.cje-rce.ca portive of ICRs after having taken a course.…”

“…On the other hand, Indigenous students may find themselves burdened with the role of presumed expert (Efimoff, 2021;Efimoff & Starzyk, 2020;Lepp Friesen, 2018), forcing them to relive trauma and assume unwanted responsibilities in the classroom. That said, because of settler colonialism's epistemological damage, not all Indigenous students will come to ICRs with a deep understanding of past and present harms, examples of resurgence and so on.…”