Week 2: Meaningful Integration of Indigenous Epistemologies and Pedagogies
Indigenization of curriculum requires much more than adding Indigenous content. In an education system that has, since its inception and into the present day, valued Western ways of thinking almost exclusively, Indigenization of curriculum requires us to bring Indigenous ways of thinking, being, and learning into course design. This section provides a discussion of Indigenous epistemologies and pedagogies and how these can be interwoven in curriculum design and development.

Week 3: Engaging with Indigenous communities
As Indigenization is the process of bringing together Indigenous knowledge systems and approaches with those of the mainstream academy, it is critical that this work be done in partnership with Indigenous people. In Section 2, you learned about the relational nature of Indigenous knowledge and pedagogy. If learning is to occur in relationship, it is essential for curriculum developers to build relationships and work together with Indigenous people. In this section, we will begin to explore how to build relationships with Indigenous people in respectful and meaningful ways.

Week 4: Incorporating Diverse Sources of Indigenous Knowledge
As you develop curriculum, keep in mind that to decolonize teaching and learning, it is critical that Indigenous voices be brought to the forefront by including Indigenous success stories, Indigenous cultural approaches, and Indigenous-led research. In recent years, there has been much discussion about what counts as an Indigenous perspective and what is and isn’t appropriate to be shared and used. In this section, we explore these issues and provide you with some guidelines to consider when navigating choices about Indigenous content. We will also explore the importance of local knowledge and the role that curriculum developers can play in supporting Indigenous language revitalization.

Week 5: Developing an Awareness of one’s own role in Indigenization and Reconciliation
In the previous sections, we learned about the exclusion of Indigenous knowledge from academia. This exclusion and the parallel privileging of Western knowledge above other systems of thought are examples of systemic oppression. In this section, we will explore the concept of systemic oppression and ask you to reflect on your positionality within the system of oppression that exists in the world today. This will help to inform the role you play in Indigenization of the curriculum. Understanding and promoting an anti-oppressive approach is critical to supporting the work of Indigenization.

Week 6: Promoting Systemic Change
Now that you have worked through the preceding sections, you are probably beginning to get a sense of what Indigenization means to you. Or maybe the perspective you had when you started this guide has been affirmed. We hope you have learned along the way and are more confident about how you will continue your work to introduce Indigenous perspectives into your curriculum, not just to serve Indigenous students, but to serve us all.

As you engage in the work of Indigenizing curriculum, you will find there are limits to what can be done through curriculum alone. Holistic transformation of the university will involve systemic change, including policies, practices, and organizational culture. In this section, we explore how you can contribute to systemic change as a curriculum developer.

Week 1: Understanding Indigenization


In this section, we explore what is meant by Indigenization, how it relates to decolonization and reconciliation, why it’s important, and how you, as a curriculum developer, can participate.

Week 2: Meaningful Integration of Indigenous Epistemologies and Pedagogies
Indigenization of curriculum requires much more than adding Indigenous content. In an education system that has, since its inception and into the present day, valued Western ways of thinking almost exclusively, Indigenization of curriculum requires us to bring Indigenous ways of thinking, being, and learning into course design. This section provides a discussion of Indigenous epistemologies and pedagogies and how these can be interwoven in curriculum design and development.

Week 3: Engaging with Indigenous communities
As Indigenization is the process of bringing together Indigenous knowledge systems and approaches with those of the mainstream academy, it is critical that this work be done in partnership with Indigenous people. In Section 2, you learned about the relational nature of Indigenous knowledge and pedagogy. If learning is to occur in relationship, it is essential for curriculum developers to build relationships and work together with Indigenous people. In this section, we will begin to explore how to build relationships with Indigenous people in respectful and meaningful ways.

Week 4: Incorporating Diverse Sources of Indigenous Knowledge
As you develop curriculum, keep in mind that to decolonize teaching and learning, it is critical that Indigenous voices be brought to the forefront by including Indigenous success stories, Indigenous cultural approaches, and Indigenous-led research. In recent years, there has been much discussion about what counts as an Indigenous perspective and what is and isn’t appropriate to be shared and used. In this section, we explore these issues and provide you with some guidelines to consider when navigating choices about Indigenous content. We will also explore the importance of local knowledge and the role that curriculum developers can play in supporting Indigenous language revitalization.

Week 5: Developing an Awareness of one’s own role in Indigenization and Reconciliation
In the previous sections, we learned about the exclusion of Indigenous knowledge from academia. This exclusion and the parallel privileging of Western knowledge above other systems of thought are examples of systemic oppression. In this section, we will explore the concept of systemic oppression and ask you to reflect on your positionality within the system of oppression that exists in the world today. This will help to inform the role you play in Indigenization of the curriculum. Understanding and promoting an anti-oppressive approach is critical to supporting the work of Indigenization.

Week 6: Promoting Systemic Change
Now that you have worked through the preceding sections, you are probably beginning to get a sense of what Indigenization means to you. Or maybe the perspective you had when you started this guide has been affirmed. We hope you have learned along the way and are more confident about how you will continue your work to introduce Indigenous perspectives into your curriculum, not just to serve Indigenous students, but to serve us all.

As you engage in the work of Indigenizing curriculum, you will find there are limits to what can be done through curriculum alone. Holistic transformation of the university will involve systemic change, including policies, practices, and organizational culture. In this section, we explore how you can contribute to systemic change as a curriculum developer.