Aanii my friends! Biindigin/Come in! I welcome you into the Indigenous Curriculum and Pedagogy space. Please join me in this new series as we explore what Indigenization means for teachers and advisors.

Corrine Michel, Secwepemc faculty, and Janice Simcoe, an Anishinaabe educational leader, both at Camosun College, have said (personal communications, 2017), “Indigenization of teaching practice is an ongoing process rather than a start-to-end project. Thus, we need to think in terms of flow and ongoing learning rather than hoping to have a checklist that will guide the process to a finale.” A checklist may function as a life jacket, as it may be a way to stay afloat, but this approach does not provide you with the skills to grow and manoeuvre with this growth. In some ways, the checklist or life jacket is a comfortable safety device that could result in people “starting to drift back to normal practice, a sort of impermanent transformation.”

Baamaapii/See you later.

Biindigin/Welcome! This 4-week series is designed to provide university faculty and staff with an in-depth understanding of the historical and living significance of treaties and wampum belts within the Windsor-Essex region, located in the 3 Fires Confederacy Territory. Participants will explore the historical context, symbolism, and contemporary relevance of these agreements while reflecting on how they can apply this knowledge in educational settings. This series is designed to provide both knowledge and practical tools, fostering awareness that participants can apply in their personal and professional lives.

• Week 1: Introduction to the 3 Fires Confederacy and Indigenous Worldviews
• Week 2: Historical Treaties in the Windsor-Essex Region
• Week 3: Understanding Wampum Belts as Living Agreements
• Week 4: Treaties Today – Responsibilities and Moving Forward