Mapping approaches to decolonizing and Indigenizing the curriculum at Canadian universities

Journal article

Candace Brunette-Debassige, Pauline Wakeham, Cindy Smithers-Graeme, Aisha Haque, Sara Mai Chitty
International Indigenous Policy Journal, vol. 13(3), 2022

DOI: 10.18584/iipj.2022.13.3.14109

Semantic Scholar DOI

Cite

APA Click to copy
Brunette-Debassige, C., Wakeham, P., Smithers-Graeme, C., Haque, A., & Chitty, S. M. (2022). Mapping approaches to decolonizing and Indigenizing the curriculum at Canadian universities. International Indigenous Policy Journal, 13(3). https://doi.org/10.18584/iipj.2022.13.3.14109

Chicago/Turabian Click to copy
Brunette-Debassige, Candace, Pauline Wakeham, Cindy Smithers-Graeme, Aisha Haque, and Sara Mai Chitty. “Mapping Approaches to Decolonizing and Indigenizing the Curriculum at Canadian Universities.” International Indigenous Policy Journal 13, no. 3 (2022).

MLA Click to copy
Brunette-Debassige, Candace, et al. “Mapping Approaches to Decolonizing and Indigenizing the Curriculum at Canadian Universities.” International Indigenous Policy Journal, vol. 13, no. 3, 2022, doi:10.18584/iipj.2022.13.3.14109.

BibTeX Click to copy

@article{candace2022a,
  title = {Mapping approaches to decolonizing and Indigenizing the curriculum at Canadian universities},
  year = {2022},
  issue = {3},
  journal = {International Indigenous Policy Journal},
  volume = {13},
  doi = {10.18584/iipj.2022.13.3.14109},
  author = {Brunette-Debassige, Candace and Wakeham, Pauline and Smithers-Graeme, Cindy and Haque, Aisha and Chitty, Sara Mai}
}

Abstract

This article identifies five predominant approaches to Indigenizing the curriculum occurring within Canadian universities today. Examining these approaches in relation to theories of change articulated by Gaudry and Lorenz (2018) and Stein (2020), the article considers the possibilities and limits of each approach as well as the degree to which they challenge the colonial and Eurocentric edifices of Canadian universities. While many of the current approaches to curricular change involve minor reforms that focus on individual transformation rather than substantive structural shifts, the authors also identify promising initiatives that push toward greater Indigenous intellectual sovereignty and institutional autonomy. The article concludes by calling on academic institutions to better center Indigenous Peoples, lands and knowledges in curricular change, and more specifically, to embrace structural revision that ensures Indigenous leadership and autonomy.