Pathways to decolonization, Indigenization, and reconciliation
Decolonization and Indigenization
“We know there are no boats waiting in the harbour to take all the non-Natives back someplace. We know people are not going to get on planes and say, “Oh well, we didn’t get this country so we will go somewhere else.” The non-Natives are all going to be here after negotiations. And so are we. What I want to leave behind is the injustice. I wish that we could start again.”
Steven Lewis Point (Xwĕ lī qwĕl tĕl, Stó:lō, former lieutenant governor of British Columbia, former provincial court judge, former Chief of the Skowkale First Nation, chair of advisory committee for Missing Women Commission of Inquiry), Foreword to A Stó:lō-Coast Salish Historical Atlas (2001)
As we continue our work towards reconciliation in education, there are two (separate but interrelated) concepts that should guide us in our teaching and learning experiences: Decolonization and Indigenization.
Decolonization
Decolonization refers to the process of deconstructing colonial ideologies of the superiority and privilege of Western thought and approaches. On the one hand, decolonization involves dismantling structures that perpetuate the status quo (such as those existing in the justice, health, and education systems), problematizing dominant discourses, and addressing unbalanced power dynamics. On the other hand, decolonization involves valuing and revitalizing Indigenous knowledge and approaches and weeding out settler biases or assumptions that have impacted Indigenous ways of being.
A common misunderstanding is that decolonization is an attempt to re-establish the conditions of a pre-colonial North America and would require a mass departure of all non-Indigenous people from the continent. That is not the goal. As Canadians, we can all take part in building a genuine decolonization movement. This movement would respect the land on which we are all living and the people to whom it inherently belongs.
- Decolonization requires an understanding of Indigenous history and acceptance and acknowledgement of the truth and consequences of that history.
- Decolonization necessitates shifting our frames of reference regarding the knowledge we hold, examining how we have arrived at such knowledge, and considering what we need to do to change misconceptions, prejudice, and assumptions about Indigenous Peoples.
- The process of decolonization must include non-Indigenous people and Indigenous Peoples working toward a future that includes all.
- For individuals of settler identity, decolonization is the process of examining your beliefs about Indigenous Peoples and culture by learning about yourself in relationship to the communities where you live and the people with whom you interact. They must acknowledge that the Canada we know today was built on the legacy of colonization and the displacement of Indigenous Peoples.
- For Indigenous Peoples, decolonization begins with learning about who they are and recovering their culture and self-determination. This process can be difficult, and it will take time. It must occur on many levels: as an individual, a member of a family, a community, and a Nation.
- Decolonization must continue until Indigenous Peoples are no longer at the negative end of socio-economic indicators or over-represented in areas such as the criminal justice or child welfare system.
For educational materials and engagement tools aimed at exploring Treaties and the Treaty relationship, you can visit the Treaty Relations Commission of Manitoba.
As part of our exploration of efforts towards decolonization, please engage with the following video titled ‘Decolonization‘.
In this 3-minute and 16-second video from Werklund School of Education (University of Calgary), Indigenous Knowledge keepers Reg Crowshoe and Kerrie Moore discuss the need to increase awareness of Indigenous lifeways and histories and to create the ethical spaces to ensure protection of Indigenous knowledge systems as a step toward rebuilding capacity within Indigenous communities.
Indigenization
Indigenization is a process of naturalizing Indigenous knowledge systems and making them evident to transform spaces, places, and hearts.
- Indigenization does not mean changing something Western into something Indigenous. The goal is not to replace Western knowledge with Indigenous knowledge, and the goal is not to merge the two into one.
- Indigenization can be understood as weaving or braiding together two distinct knowledge systems so that learners can come to understand and appreciate both.
The following video is a 14-minute and 22-second TED Talk about Two-Eyed Seeing delivered by Rebecca Thomas, Halifax Poet Laurette. For the purpose of this course, please play the video from 7:09 to 10:16 (3 minutes).
In this segment, Etuaptmumk – Two-Eyed Seeing is introduced as learning to see from one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other eye with the strengths of Western knowledges and ways of knowing, and learning to use both these eyes together for the benefit of all.
Decolonization is a component of Indigenization because it means challenging the dominance of Western thought and bringing Indigenous thought to the forefront. Indigenization is part of reconciliation because it involves creating a new relationship between Indigenous and non-Indigenous people.
For examples of the Two-Eyed Seeing approach in practice, visit:
- Crisis & Trauma Resource Centre: Two-Eyed Seeing – Decolonization and Reconciliation.
- Thunderbird Partnership Foundation: Native Wellness Assessment.
Teaching and learning application
As we work towards decolonizing and indigenizing our classes and classrooms, it is critical that we connect with Indigenous Elders and organizations in our communities.
The resource “5 Things to Know When Working with Indigenous Communities” provides the following guidance:
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- Research the community before engagement.
- Meet in-person and conducting Land Acknowledgements.
- Respect that community needs always come first.
- Be streamlined and efficient in your communications strategy.
- Acknowledge Indigenous communities as rightsholders, not stakeholders.
Sources:
Antoine, A. et al. (2018a) Pulling together: A guide for curriculum developers. Victoria: BCcampus, BC Open Textbook Project. Available at: https://opentextbc.ca/indigenizationcurriculumdevelopers/ (Accessed: 10 July 2024)
Wilson, K. and Hodgson, C. (2018) Pulling together: Foundations guide. Victoria: BCcampus, BC Open Textbook Project. Available at: https://opentextbc.ca/indigenizationfoundations/ (Accessed: 10 July 2024)
