Towards Indigenizing Higher Ed
An online storytelling series
A preliminary update

Action Steps Taken
1. TRU Aboriginal Education and Open Learning
created a clear mandate for series.
2. Put funding and a budget in place
3. Built the team: Aboriginal Education Liaisons,
Instructional Designers, Media, IT, Moderators,
Administrators
4. Consulted with key people and stakeholders to
get advice on indigenous protocol.
5. Invited indigenous and non-indigenous speakers
personally and asked the Chairs to invite more.
6. Created and collected support materials for the
website, e.g. videos and other resources
7. Advertised widely within and outside TRU
8. Ran the events and maintained the momentum

“When you set the tone that learning about
the history of indigenous peoples is valuable
and important, students will follow.”

#62 ii educate teachers on how to integrate Indigenous
knowledge and teaching methods into classrooms.
iii. utilize Indigenous knowledge and teaching methods in
classrooms.

#63 iii. Building student capacity for intercultural
understanding, empathy, and mutual respect.
5 advance understanding of reconciliation.

In response, TRU created an inquiry to:

• What does it mean to indigenize higher ed?
• What does an indigenized university look
like?
• What are the benefits of indigenization?
• How can faculty indigenize their curriculum?
• Why does it matter?

Shelly Johnson
Canada Research Chair in Indigenizing Higher Education, TRU

Indigenization is the process of infusing
Indigenous knowledge and perspective into
the structural layers of an institution.
The goal is to create a more inclusive environment
through the presentation of a different world view,
and to enhance and enrich the educational and
cultural experience of the educational community.
This does not mean the institution is Indigenouscentred, but it does mean that consideration
of Indigenous issues comes "naturally.“
Camosun College

Examples of TRU Faculties that have indigenized their curriculum:

• Study the Truth and Reconciliation Commission (TRC) Calls to
Action and the Laurier Memorial (Law, English, Social Work).
• Engage and consult with the local indigenous community
regarding research and curriculum development, e.g. students
developed fentanyl workshops (Social Work).
• Take students to the Kamloops Residential School, the
Secwepmec Museum and Jacko Lake (Law).
• Include indigenous scholarly writings and invite knowledge
keepers and Elders into classroom (Sociology, Education, Law,
English, Art).
• Use of storytelling to engage students and convey knowledge
and wisdom (Aboriginal Education, Education, English).
• Create indigenous learning spaces: meet in a circle, build
personal connections, go outside for learning (Education, English).
• Show respect for the owners of the land: on course outlines
acknowledge the territory, when doing field work connect to
the indigenous community (Science, Art, English, Science, Law,
Sociology).
• Develop resources for courses on indigenous topics (Art).
• Develop assignments that allow for a diversity of ways of
representing and sharing knowledge (Social Work).

What is indigenization?

Gail Morong, MA
Fränzi Ng, EdD
TRU-Open Learning

Promising Practices at TRU

TRC Calls to Action for Educators

“Indigenization is everyone’s responsibility.”
Paul Michel, Director of Aboriginal Education, TRU

What you can do next:
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Stats to Date

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4 livestreamed storytelling events
20 storytellers
2 moderators
200 logged-in online participants

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Review your curriculum and work with your department
to look for ways to include indigenous epistemologies and
pedagogies.
Learn about & teach the unique history of Canada’s
indigenous peoples. Learn a few words in Secwepmec.
Study and take on the TRC Calls for Action.
Make your classroom an inclusive, respectful and
culturally safe space for all learners.

www.towards-indigenizing.trubox.ca