How do we Indigenize post-secondary curriculum?

PhD candidate reflects on developing pedagogy based on principles of respect, compassion, humility, reciprocity and kindness

University of Calgary PhD candidate Gabrielle Lindstrom shares her thoughts on Indigenizing post-secondary curriculum. Photo courtesy Gabrielle Lindstrom
By Gabrielle Lindstrom, Werklund School of Education

Being both a Blackfoot woman who grew up in a reserve community as well as a post-secondary educator, I live Indigenous perspectives and teach them from a place of experience. As one of the research assistants working on the consultation component of the university’s Indigenous Strategy, I realized that incorporating Indigenous perspectives into post-secondary curriculum is an important priority for many people — a process commonly referred to as Indigenizing the curriculum.

Rethinking the process

In my experience, instructing pre-service teachers on how to incorporate Indigenous perspectives into K-12 curriculum, I also realized that many non-Indigenous people understand this endeavour as a systematic process that involves meeting certain outcomes that are exclusive to an Indigenous pedagogy. This approach to learning about Indigenous perspectives emphasizes differences between Indigenous and non-Indigenous cultures that can lead to immediate disconnect and challenge.

Read the full article in UToday.