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Indigenization of Postsecondary Education Applied Learning Curriculum Development
Get PDFThe Truth and Reconciliation Commission of Canada’s (2015) Calls to Action have awoken Canadian society to the reconciliation. Although there is a growing body of knowledge on the individual topics of Indigenous education, knowledge, and leadership, there is relatively little research bringing together these topics in curriculum development practices in a postsecondary education skilled learning context. My problem of practice (PoP) is one that strives to address a low enrolment of Indigenous adult learners and lower positive outcomes from skilled training programs. Situating this problem from my perspectives as a Canadian-born visible minority Settler on Turtle Island and postsecondary education leader at Prairie Tradespersons Association (a pseudonym), this organizational improvement plan (OIP) presents and analyzes the problem through the lens of Indigenous education, knowledge, and leadership perspectives as both an organizational leadership challenge and an opportunity for reconciliation. The problem also lies at the intersection of social justice and equity, diversity, inclusiveness, and decolonization. Further complicating the problem are its adult education, socioeconomic, and even geographic barriers. After discussing my leadership approaches to change, and the merits of several alternative solutions, I focus on the planning and development required for the chosen solution and the organization’s anticipated future state. Based on linkages between research-based leadership approaches and organizational change theories, the final part of the planning brings together my proposed implementation, communication, and monitoring and evaluation plans, which form my OIP
Creating Pathways to Reconciliation Through Incorporating Indigenous Voices and Culture into the Development of Impact Benefit Agreements (IBAs) on First Nation Traditional Territory
Get PDFThis Dissertation-in-practice (DiP) is a declaration for leaders to engage in ongoing and edifying activism in the form of Indigenous advocacy. Due to the unjust generational trauma of Indigenous peoples, this work promotes Indigenous authorship, participation, and empowerment, specifically in negotiated land agreements, commonly known as Impact Benefit Agreements (IBAs). Red Pine Economic Development Corporation (EDC) (pseudonym), a for-profit Indigenous organization owned by Red Pine First Nation, holds two IBAs that lack Indigenous participation, voice, and culture. To address this omission, Red Pine EDC must work with Red Pine First Nation to redraft a more fulsome cultural chapter of the IBA, a redrafting process involving Indigenous leadership in the form of an Indigenous-led Advisory Council (IAC). The cultural chapter will be a culmination of pertinent Indigenous objectives, such as Indigenous sovereignty practices, Indigenous language reclamation, and decolonization methodologies. Using both care-based and adaptive leadership theory in tandem with Duck’s five step change curve model, as well as Tribal Critical Race Theory (TribalCrit), I identify, throughout the change process, actionable steps in conjunction with Indigenous ways of knowing and being, to promote future reconciliation practices.
Keywords: Indigenous, allyship, advocacy, decolonization, generational trauma, sovereignty, reconciliatio
Mino-bimaadiziwin: ReIndigenizing through Land-based Learning
Get PDFIn response to the Truth and Reconciliation’s 62nd and 63rd Calls to Action, the author takes a servant leadership approach to embedding Indigenous knowledge to the K-12 classrooms in Ontario with a focus on reIndigenizing through land-based learning. Student well-being and achievement data show Indigenous students in both provincial and Indigenous community schools are below that of their non-Indigenous peers, and the impact of residential schools continues in Treaty 3 territory is an intergenerational crisis that demands immediate attention and shift for educational leadership. As a Métis scholarly practitioner, the author centres Indigenous research and personal positionality in creating a change implementation plan which focuses on learning from, on, and with the land as a daily act of reconciliation. The traditional medicine wheel is used throughout the Dissertation-in-Practice to align holistic, lifelong learning with change leadership, monitoring, evaluation, and disrupting the status quo. Culturally responsive pedagogy is explored through research and practical examples of shifting practice, policy, and ontological perspectives to outline practical solutions for complex issues. The work is centred on mino-bimaadiizin, the Anishinaabek teaching of leading a good life
