Decolonizing and Indigenizing

illustration by Portia Chapman illustrating Power

This section of the website will provide you with resources to assist in decolonizing, indigenizing and incorporating Indigenous pedagogies into your work.

Definitions:

Decolonization

There are various definitions and ideas of what decolonization can mean for Indigenous peoples, so it is perhaps useful to situate our sense of what decolonization is in the context of Queen鈥檚 specifically. It can be seen as a restoration of Indigenous practices, languages and connection to ways of being. It can be giving voice to what happened and is still happening that reinforce colonial power, such as speaking about Missing and Murdered Indigenous Women (MMIW), the child welfare system, prison system and residential schools, and many other events that have happened and continue to happen to this day.

Deconstructing and reflecting on the impacts of colonization help both Indigenous and non-Indigenous people begin to understand where we came from and where we are going. Beyond reflecting is understanding that Indigenous knowledge, culture and traditions are based in wisdom, truth and science.

At Queen鈥檚, decolonization can mean many different things such as building capacity in strategic areas to support Indigenous programming, recognizing and supporting Indigenous scholarship and traditional knowledge, integrating Indigenous knowledge into curricula across academic programs, developing training and guidelines for Indigenous research and work with Indigenous communities, continuing to build the capacity of the Office of Indigenous Initiatives and other meaningful inclusion of Indigenous voices in policy and decision making at senior administration levels, and more. This means continuous engagement and integration of the Truth and Reconciliation Commissions鈥 Calls to Action, and Queen鈥檚 own report entitled Yakwanastahent茅ha Aankenjigemi Extending the Rafters: Truth and Reconciliation Commission Task Force Final Report.

Learn more about the Task Force and read the report...

[photo of Indigenous artifacts]

Indigenization

If we think about decolonization as the un-doing or unsettling of colonial power and structures and ways of learning and teaching, then Indigenization can be seen as the re-doing or reaffirming of education to include Indigenous ways of knowing, thinking, feeling and being. It involves elevating the voices of Indigenous peoples, elevating traditional, and cultural knowledge, and intentional inclusion of Indigenous ways of teaching and learning to form and create pedagogical approaches.

Gaudry, A., & Lorenz, D. (2018) assert that there are three distinct uses of the term 鈥渋ndigenization鈥 across post-secondary institutes in Canada. 鈥淲e define these three concepts as follows, Indigenous inclusion is a policy that aims to increase the number of Indigenous students, faculty, and staff in the Canadian academy. Consequently, it does so largely by supporting the adaption of Indigenous people to the current (often alienating) culture of the Canadian academy. Reconciliation indigenization is a vision that locates indigenization on common ground between Indigenous and Canadian ideals, creating a new, broader consensus on debates such as what counts as knowledge, how should Indigenous knowledge and European-derived knowledge be reconciled, and what types of relationships academic institutions should have with Indigenous communities.

Decolonial indigenization envisions the wholesale overhaul of the academy to fundamentally reorient knowledge production based on balancing power relations between Indigenous peoples and Canadians, transforming the academy into something dynamic and new.鈥 Queen鈥檚 has begun the process of indigenizing at the level of the first two definitions, but of course, there is always more work to be done. Indigenization like decolonization and reconciliation is an ongoing process with no end or completion date. For further reading about what indigenization looks and feels like in the Canadian context see:

Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy. , 14(3), 218鈥227.

Indigeneity

The term Indigeneity has emerged to describe the state of being Indigenous, or related to Indigenous-ness. As Indigenous Peoples, we recognize our Indigeneity, our Indigenous-ness, our identity. Indigenous-ness for many can relate to your territory, culture, community and traditions.

Indigenous Pedagogies

At the core of Indigenous pedagogies is care for the spirit of the individual in order to promote a safe learning environment. Indigenous pedagogies focus on the wholistic development of the learner, creating safe learning environments where all learners can connect and learn in an approach that emphasizes self-in-relation, meaning that learning is done in connection to oneself, to others, and to the community or environment. Many Indigenous pedagogies promote the care and support of the learner in an emotional, spiritual, physical and mental context, promoting the strength in striving for balance in these areas.

In his critical work Pedagogy of the Oppressed, Paulo Freire highlighted the place of education in promoting and maintaining colonial power. He was one of the first non-Indigenous scholars to identify the strengths of Indigenous pedagogy as an experiential, holistic and humanistic learning model.

Usage of the terms Indigenization and Indigeneity

The usage of Indigenization and Indigeneity will differ by intent and context. To arrive at a common understanding, the Office of Indigenous Initiatives has provided definitions of both words and their sample usage are provided below.

Indigenization

Indigenization is a process and the action that focusses on incorporating Indigenous knowledges into approaches in recognition of the value and importance of including in the university system. Eg. Education, curriculum, student safety, etc.

Indigenization is an action word, and towards this, Queens is ensuring that Equity, Diversity, Inclusion and Indigenization are incorporated into plans across the university.

Indigeneity (noun)

As Indigenous Peoples, we recognize our Indigeneity, our Indigenous-ness, our identity.  The community鈥檚 indigeneity was clear. The focus is Indigenous Peoples only.

Note: "Indigeneity" has been used to represent aspects of the Indigenous.

Example: We struggled to incorporate 鈥淚ndigeneity鈥漑indigenous-ness) into the curriculum as we lacked Indigenous representation.

This usage is technically not wrong, however:

The term 鈥淚ndigeneity鈥 has come to represent a sense of commonality amongst 鈥淚ndigenous Peoples鈥 globally in contrast to other groups. It also draws attention to inhumane, colonizing, and oppressive treatment that nation states and the international community has perpetrated on Indigenous populations.

鈥淚ndigeneity is woven through diverse experiences and histories and is often described as a pan-political identity in a postcolonial time. However, that can be misleading, as the world does not yet exist in a postcolonial state, despite ongoing concerted efforts by Indigenous people and their allies in political and academic spheres to decolonize institutions and communities. Diverse Indigenous communities weave Indigeneity through a multifaceted array of space and time to revive identities and cultural practices and to regain or retain land, human rights, heritage, and political standing.

The global view of Indigeneity has provided for a rich and diverse collection of literature on Indigeneity and the 21st-century Indigenous experience. Indigeneity cannot be discussed without a review of the colonial politics, policies, and practices that have historically worked to reinforce acculturation and the erasure of Indigenous identities and lifeways. Alfred and Corntassel 2005 argue that Indigeneity or Indigenous as an identity is experienced and lived within the politics of ongoing colonialism.鈥

Source:

Indigenization as the second "I" in "EDII"

The Office of Indigenous Initiatives recommends that the term Indigenization be used for the second 鈥業鈥 in EDII (Equity, Diversity, Inclusion, and Indigenization).

Learn more: Indigenous Pedagogies

Tools and Resources

Neyaab Nishnaabewing miinwaa Nishnaabewichigeng

Manpii dash enji sabiiwang ka-miingwan ge-aabjitooyin neyaab wii-nizhnaabe鈥檃adiziyin, Nishnaabe鈥檃adizing miinwaa wii-dagosdoyin Nishnaabe gkinoomaagewin enji-nokiitaageyin.

Wiindmaagewinan:

Neyaab Nishnaabewing

Baatiindoon waawiindmaagewinan miinwaa go inendamowinan maanda sa Nishnaabe鈥檃adizing washme ekidomagag sa, ni鈥檌i dash daa-mno鈥檃abadad wii-tooyin sa maanda Nishnaabe鈥檃adizing washme eyaawang manpii go naanh Gimaakwe Shpikinoomaagewigamgong memdige.  Daa-nendaagwad go noojmotoong Nishnaabe izhichigewinan, zhigiizhwewinan miinwaa zagibidoong aadzwining.  Daa-wiindmaagemgad gaa-zhiwebag miinwaa go megwaa ezhwebag gimaakdaagaazang, dbishkoo go naa E-niwindwaa miinwaa Gaa-nsindwaa Nishnaabekwe鈥檕g, binoojiin naagdawenjigewin, gdkongewin, miinwaa gbaakodii-gkinoomaagewinan miinwaa go niibna geyaabi gegoon gaa-bi-zhiwebag miinwaa go megwaa geyaabi ezhwebag.

Niisaaksidong miinwaa naanaagdowendamong gaa-zhi-ptaakshkaagying wi sa gii-bkaanwebnigoying naadmaagaazoog Nishnaabeg miinwaa go e-nishnaabewisigog wii-maajii-nsastamwaad gaa-bi-njibaaying miinwaa waa-ni-zhaaying.  Baashkji-naanaagdawendmang nsastamwin aawan sa wi Nishnaabe gkendaaswin, inaandiziwin miinwaa gete zhichgewinan tenoon sa zhiwe nbwaakaawining, gwekwaajimowining miinwaa gkendaasowing.

Zhiwe sa Gimaakwe-shpi-gkinoomaagewigamigong, Nishnaabe鈥檃adizing washme daa-zhi-gkendaagwad niibna bkaan gegoon dbishkoo go naa debi-zhichigaadeg ge-nji-nokiimgak wii-ashoodenjigaadeg Nishnaabe gkinoomaadwin, nsadwaamjigaadeg sa Nishnaabe gkendaaswin, dgosdoong sa Nishnaabe gkendaaswin omaa gkinoomaage mziniganing kina go ngoji tegin gkinoomaagewinan, zhitoong gkinoomaagewinan miinwaa gkinoowaamdawewinan zhi鈥檈 sa Nishnaabe ndagkendmowin miinwaa nokiing Nishnaabe oodenaang, nii debi-aabjiikigaadeg Nishnaabe Bezhigo-onendamowin Nokiitaage Aachkinigan miinwaa go aanind gegoon dgosjigaadeg Nishnaabe giigdowin zhiwe sa shpi-naaknigewining miinwaa go geyaabi niibna nikeying.  Aabdeg dash ji ni aabjiikigaadeg miinwaa ji-ni-aabji-dgosdoong ne鈥檈n sa gaa-naaknigeng wii-zhichgeng zhiwe Gweyakwaajimowin miinwaa Mino-ganoonidiwining miinwaa go Gimaakwe-shpi-gkinoomaagewigamig gaa-zhibii鈥檃ng ezhnikaadeg Yakwanastahent茅ha Aankenjigemi Extending the Rafters: Truth and Reconciliation Commission Task Force Final Report.

Nishnaabewichigaadeg

Giishpin nendman wi sa Neyaab Nishnaabewing aawang saw ii-aabibidong gimaakkdaadwin miinwaa ezhi- zhitong waa-zhi-gkendaasang miinwaa waa-zhi-gkinoomaageng, mii sa Nishnaabe鈥檃adizing ji-zhi-waamjigaadegibawii-aanji-zhitong maa ge wii-aanji-noomikwetmang gkinoomaadwin dgosdong Nishnaabe gkendaaswin, indendamowin, izhiyaawin miinwaa iyaawin.  Dazhiikagaade dash mbingaadeg Nishnaabeg ekdiwaad, bingaadeg gete izhichigewin miinwaa inaadzi-gkendaaswin, miinwaa go mnwendamo-dgosdong Nishnaabe ezhi gkinoomaaged miinwaa ezhi gkendaasad wii-zhichigaadeg gezhi-gkinoomaagengiba.

Gaudry, A., & Lorenz, D. (2018) kidwag sa temgak niswi nikeying ezhi-nakaazang sa wi kidwin 鈥淣ishnaabe鈥檃adizing鈥 kina ngoji ship-kinoomaagewigamigong manpii Canada ezhnikaadeg aki. 鈥淣waawiindaanaanin nonda niswi kidwinan maanda nikeying, Nishnaabe dgosindwaa daa-aawan naaknigewin ge aawngiba wii-baatiinwaad Nishnaabeg ekinoomaagzijig, ekinoomaagejig, miinwaa enkiitaagejig zhiwe sa Canadian ship-kinoomaagewigamigong.  Nandawaach dash wii gwa zhiwebad sa ooshme ashoodenjigaazwaad Nishnaabeg zhi鈥檈 sa megweying inaadiziwing ship-kinoomaagewigamigong. Mino-ganoonidiwini-nishnaabe鈥檃adzing aawan sa yaamjigaadeg e-towaad sa wi Nishnaabe鈥檃adizing naasaab igo Nishnaabe miinwaa Canadians ezhnikaazjig diinendamowiniwaa, gshkitowaad sa ishki miinwaa go mziwe naasaab bezhigwendamowinan ayaazhidendaading dbishko go naa ezhi nangdeg gkendaaswin, aaniish Nishnaabe gkendaaswin miinwaa Megweng gkendaaswin  ge zhinaaskodaadiikmigiba miinwaa wenesh dano鈥檕on wiijgaabwitaadwinan ship-kinoomaagewigamigoon ge yaamwaapa nishnaabe oodenaan.  Neyaab nishnaabewing nishnaabe鈥檃adiziwin waamdaan sa we鈥檈ni mooshkin wii-gnowaamdamwaad maanda ship-kinoomaagewigamig wii-aanji-zhitoong gikendaaswin ge-dgongaadeg e-mno-dbaabiishkodeg e-gimaakodaading biitooying Nishnaabeg miinwaa Canadians ezhnikaagaazjig, aanjnaagtong shpi-kinoomaagewigamig ooshme wii-maamiikwendaagwag miinwaa wii-shka-iiwang. Gimaakwe ship-kinoomaagewigamig gii-maajtaatoon waa zhi-nishnaabe鈥檌i鈥檃ng oodi sa ne鈥檈n niizh nitam gaa-dbachigaadeg, ni鈥檌i dash wii gwa baatiinad eteg geyaabi nokiiwin waa-zhitong. Nishnaabewing dbishkoo go naa neyaab wii-nishnaabewing miinwaa mino-ganoonidiwin pane go da-aabji temgad, gaa go wiikaa da-shkwaasesnoo.  Giishpin wii-ginjigaadeg maanda sa nishnaabewing ezhnaagwak miinwaa e-zhiyaamgak manpii Canadian ezhnikaadeg gnowaamdan nonda:

Gaudry, A., & Lorenz, D. (2018). Nishnaabewichigaadeg sa dgosdong, mino-ganoonidiwin miinwaa neyaab nishnaabewing washme: ndagkenjigaadeg bkaan ezhi-gnowaamjigewinan wii-nishnaabewichigaadeg Canadian Academy ezhnikaadeg. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218鈥227. .

Nishnaabe Ezhi-gkinoomaaged

Naanaagwiying dash nishnaabe ezhi-gkinoomaaged temgad dash wii-naagdawenjigaadeg kina gwaya wdoo-chichaagmiwaan wii-temgak sa aangwaami-kinoomaagewi-aki. Nishnaabe ezhi-gkinoomaaged ganoowaamdaanaa鈥檃a sa mooshkin ezhi-maajiishkaawaad eknoomaagzijig, zhitowaad aangwaami-kinoomaagewi-akiin kina eknoomaagzijig ge nji wiiji-kinoomaagziwaad wiidookdaadwaad, mno-gnowaamdizwaad, mno-gnowaabmaawaad wiiji-bmaadziiwaan, miinwaa wdoodenaawaan.  Niibna Nishnaabe Ezhi-kinoomaaged niigaannaanaa鈥檃an naagdiwenmaawaad, miinwaa aasgaabwitowaa鈥檃ad eknoomaagzinjin mziwe go  izhiyaawining, manidowining, awiiyaawining, miinwaa indendamowining, niigaaninmowaad mashkooziiwin wii-mno-dibaabiishkoodoowaad kina nondan.

Dazhbiigewining Pedagogy of the Oppressed ezhnikaadeg, Paulo Freire gii-mshkoobii鈥檃an maanda sa kinoomaagewin giiknang miinwaa gnawendang gimaakdaagewin. Wiin shki-ntam e-nishnaabewisig eknoomaagzid gaa-aawendang epiichi mashkawziimgak nishnaabe ezhi-kinoomaaged ge naagzakamgaadegiba.

Gikendan geyaabi aanind Nishnaabe Ezhi-gkinoomaaged

[photo of Indigenous artifacts]

Nakaazwinan miinwaa Aabjichganan

Taontahatir铆hsi tsi Nihotiy茅:ren ne ken鈥 r贸:ti t谩non Onkwehonwehn茅ha aons贸n:ton

K铆 kenh n贸n:we website nyenh茅n:se ent铆:son nah貌:ten ne aesahshny茅:non taontakar铆hsi tsi nihotiy茅:ren ne ratihnar谩:ken t谩non Onkwehonwehn茅ha t茅tsyehst tsi n铆:yoht tsi ahsherih贸n:nyon.

Tsi nah貌:ten k茅ntons:

Taontahatir铆hsi tsi nihotiyer谩:nyon ne ken鈥 r贸:ti

Nya鈥檛茅:kon tsi n铆:yoht tsi k茅ntons t谩non tsi nayaw茅n鈥檔e tsi nah貌:ten akent贸nheke taontahatir铆hsi tsi nihotiyer谩:nyon ne Onkweh贸n:we akorihw脿:ke, t贸ka鈥 ki鈥 n贸n:wa enka鈥檔ikonhrayent谩hte k铆 Queen鈥檚 nah貌:ten entk谩:yeste. Enw谩:ton tsi n铆:yoht tsi enyeka鈥櫭﹏:yon t茅ntewe鈥 tsi nihatiyerh谩hkwe, raonahrokh谩tshera t谩non tsi n铆:yoht tsi ron贸nhnhe. Ayerih贸:wanahte鈥 tsi niyaw茅nhseron t谩non sh茅:kon n贸n:wa tsi niy谩:wen鈥檚 tsi ki鈥 nihotiy茅:ren ne 贸nwa鈥檏 shah贸n:newe鈥 ne 谩kte nithon茅:non. Tsi n贸n:wa n铆:yoht ne n茅 ayethar谩hkwe ki yonatyohkow谩:nen 贸:nen yonatya鈥檛aht贸n:鈥檕n konn贸nkwe t谩non konwanahs茅hton (Missing and Murdered Indigenous Women 鈥 MMIW), tsi鈥檏 th铆:yoht tsi shakotiyenaw谩:se ne eksa鈥檕k贸n:鈥檃, tsi n贸n:wa n铆:yoht ne yontatehnhot贸nhkhwa t谩non tsi n贸n:we yehonwanat贸:ryon ne ratiksa鈥檕k贸n:鈥檃 ahonteweyenst脿:na t谩non e鈥檛ho yahonwat矛:teron, t谩non ne oy谩:shon tsi niyaw茅nhseron t谩non sh茅:kon n贸n:wa e鈥檛ho niy谩:wen鈥檚.

Tayekhashy贸n:ko tsi taontayeka鈥櫭﹏:yon tsi niy贸:re tsi thonwanahkwihsr贸n:ni tashakotit茅:ni ne ken鈥 shihatinakere鈥櫭硁鈥檞e, shah贸n:newe ne 谩kte nithon茅:non e鈥檛ho nihotiy茅:ren enyakoy茅:nawa鈥檚e ne ronnokweh贸nwe t谩non ne yah tehonnokweh贸n:we ahoti鈥檔ikonhray猫n:ta鈥檔e ka鈥 nityonkw茅:non t谩non ka鈥 n贸n:we wa鈥檕nkwenonh谩:tye. 脕tste nonkw谩:ti aontayeka鈥櫭﹏:yon ayako鈥檔ikonhray猫n:ta鈥檔e ne Onkweh贸n:we nah貌:ten ronatery猫n:tare, tsi nihotirih貌:ten t谩non nah貌:ten thoneht谩hkwen akw茅:kon n猫:ne tsi roti鈥檔ikonhrow谩:nen, orihw铆:yo t谩non ne sha鈥檕y茅:ra. Ne Queen鈥檚 aorihw脿:ke, taontayer铆hsi tsi nihotiyer谩:nyon nya鈥檛茅:kon tsi nah貌:ten k茅ntons, tsi n贸nwa n铆:yoht ne ahonn贸n:ni ahat铆:nahne kwah tsi niy贸:re yot贸n:on ahontsny茅:non ne Onkweh贸n:we nah貌:ten ahontewey茅nhste, ratiy茅n:tere鈥檚 t谩non rot铆:re ne Onkweh贸n:we ahatiy茅:na kahyat贸nhsera (scholarship) s茅nha 铆hsi鈥 n贸n:we ahontewey茅nhste t谩non tsi nah貌:ten ronatery猫n:tare ne tsi nihotirih貌:ten, tehotiyestonh谩:tye nah貌:ten ne Onkweh贸n:we thonatk谩:wen, rot铆hson ne yonteweyenhst谩hkhwa kahyat贸nhsera, ne ahat铆hsere ne Onkweh贸n:we ahatirih贸鈥檏wate t谩non ahotiy贸鈥檛en ne Onkwehonw猫:ne, yahont谩hsonteren ahatin谩hne ne Yehyat贸nhkhwa ne Onkweh贸n:we tsi Nahat铆:yere t谩non ne 贸:ya鈥 e鈥檛ho 铆:kare ne Onkweh贸n:we ahotiwennay茅n:take tsi nonkw谩:ti ne ahatiyanerenhser贸n:ni t谩non ne th茅:non ya鈥檛akarihwayent谩:on鈥 tsi n贸n:we nih贸n:ne鈥檚 ne kwah oh茅n:ton yeh贸n:nete. Ne k铆: kentons ya鈥檛ah贸ntyeste ne Orihw铆:yo t谩non Aonsayoyan茅ren鈥檔e Oh茅n:ton Yeh贸n:nete Enhonthr贸:ri tsi Neny谩:wen鈥檔e, t谩non ne.

S茅nha Ayorihwahn铆hrha ne Onkwehonwehn茅ha

T贸ka鈥 tewanonht贸n:nyons ne Taontahatir铆hsi tsi Nihotiy茅:ren ne ken鈥 r贸:ti, taontakar铆hsyon t贸ka鈥 ni鈥 ahonwat铆:khwa ne ken鈥 r贸:ti raoti鈥檚hatst茅nhsera t谩non tsi n铆:yoht tsi rotikwat谩kwen tsi nay茅:yere tsi ayontewey茅nste t谩non tsi ahonwatirih贸n:nyen, tho ki鈥 n铆:yoht tsi ensatk谩tho鈥 ne Onkwehonwehn茅ha aonsakakwat谩:kwen t谩non akarihwahnir谩:ton ne ayontewey茅nhste e鈥檛ho 铆:kare ne Onkwehonwehn茅ha tsi n铆:yoht tsi ayakotery猫n:tarake ne th茅:non, ayonnonhtonny贸nhwe, tsi n铆:yoht tsi yontt贸:kas. Ne 贸:ni ne s茅nha ahonwatiwenn谩:ronke ne Onkweh贸n:we, ahat铆:reke ne tsi nihotirih貌:ten t谩non tsi naho鈥檛茅nshon ratirihwayent茅:ri tsi nihatiweyen贸:ten, e鈥檛ho 铆:kare ne Onkwehonwehn茅ha tsi n铆:yoht tsi enshakotirih贸n:nyen t谩non tsi enhontewey茅nhste, enhonn贸n:ni tsi nenhat铆:yere ne shakotirihonny茅n:ni tsi enshakotirih贸n:nyen.

Ne Gaudry, A., & Lorenz, D. (2018) tehnirihwath猫:tha tsi 谩hsen nah貌:ten k茅n:tons tsi 谩yontste ne 鈥淥nkwehonwehn茅ha鈥 ne post-secondary yonteweyenhst谩hkhwa ne Canada. Ken鈥 n铆:yoht tsi yakeni鈥檔ikonhrayent谩htha k铆 谩hsen nityotyer谩:ton, ne ahonwatih贸n:karon sk谩tne ahotiy贸鈥檛en ne Onkweh贸n:we tho nentew茅hte s茅nha ronatyohkow谩:nen enth贸n:ne ahont茅weyenhste, enhotiy贸鈥檛en, enshakotirih贸n:nyen ne Canadian Yonterihwayenhst谩hkhwa. Aonsayoyan茅ren鈥檔e Onkwehonwehn茅ha tsi n铆:yoht tsi yakwatk谩thos ne ki鈥 ne s茅nha ayorihwahn铆:rha ne Onkwehonwehn茅ha, sha鈥檛aontah贸nhtate nah貌:ten ne watahsh茅tats, tsi nah貌:ten ronatery猫n:tare, oh n铆:yoht tsi ya鈥檛ahat铆:yeste nah貌:ten ronatery猫n:tare ne Onkweh贸n:we t谩non nah貌:ten ronatery猫n:tare ne 谩kte nithon茅:non, t谩non oh nay贸hton tsi aontahont茅n:rohwe ne yonterihwayenhst谩hkwa t谩non ne kanakerahserak茅:ron. Ne Taontahatir铆hsi tsi nihotiyer谩:nyon s茅nha ayorihwahn铆rha ne Onkwehonwehn茅ha, went谩:on鈥 ki鈥 sha鈥檛enhat铆:yere, tsi na鈥檛eh贸ntere ne Onkweh贸n:we t谩non ne Canadians tenwatt茅:ni tsi n铆:yoht tsi shakotirihonny茅n:ni s茅nha enka鈥檚h谩tsten鈥檔e t谩non 谩:se ensew谩:ton. 脫:nen tyot谩hsawen ne Queen鈥檚 ne s茅nha ayorihwahn铆rha ne Onkwehonwehn茅ha 贸:nen ki鈥 tyotyer茅nhton t谩non teken铆haton n铆:we n茅k tsi sh茅:kon ki鈥 茅:so enkayo鈥檛茅n:en. S茅nha ayorihwahn铆:rha ne Onkwehonwehn茅ha tsi ki鈥 n铆:yoht ne taontakar铆hsyon tsi nihotiy茅:ren t谩non ne aonsayoy谩neren鈥檔e yah tshyey贸:ken k谩tke yenwat茅hsa t贸ka鈥 铆hsehre 铆hsi鈥 n贸n:we nahsewennahn贸:ten tsi nikaya鈥檛贸:ten ne s茅nha ayorihwahn铆:rha ne Onkwehonwehn茅ha ne Canadian tsi n铆:yoht tsi roti鈥檔ikonhrayent谩hton ya鈥檚ka鈥櫭﹏:yon鈥 ne links kahy谩:ton:

Gaudry, A., & Lorenz, D. (2018). Indigenization as Inclusion, Reconciliation, and Decolonization: Navigating the Different Visions for Indigenizing the Canadian Academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218-227.

https://doi.org/10.1177/1177180118785382

[photo of Indigenous artifacts]

Onkwehonwehn茅ha tsi Shakotirihonny茅n:ni

Ne Onkwehonwehn茅ha tsi Shakotirihonny茅n:ni kwah raoneryahn茅shon tsi rati鈥檔ik贸nhrare ne rontewey茅nhstha raonat贸nhnhets, sk茅n:nen ak茅nhake ne ratiya鈥檛akt贸n:tye tsi enhontewey茅nhste. Ne Onkwehonwehn茅ha tsi Shakorihonny茅n:ni akw茅:kon ra鈥檔ik贸n:rare tsi n铆:yoht tsi roteweyenhstonh谩tye ne ratewey茅nhstha, ne k茅n:tons akw茅:kon sk茅nnen ne raya鈥檛akt贸ntye tahat铆:neren ne akohr茅nshon, raotinakerahser脿:kon t贸ka鈥 ni鈥 raya鈥檛akt贸n:tye. Ronatyohkow谩:nen ne Onkwehonwehn茅ha tsi Shakotirihonny茅n:ni thoneht谩hkwen tsi went谩:on鈥檛s ensheyaten鈥檔ik贸n:raren ensheya鈥檛ak茅hnha, raonat贸nhnhets tsi nihonn贸nhnhawens t谩non tsi n铆:yoht tsi ronnonht贸nnyons, ahati鈥檚h谩tsteke鈥 oh nay谩:wen鈥檔e akw茅:kon sk茅n:nen ak茅nhake ne raotyer贸n:ta.

Tsi n铆:yoht tsi royo鈥檛茅n:en ne ronwanahtohrar脿:kon aorihw脿:ke, rawe鈥檔茅hston ne Paulo Freire tsi n铆:yoht tsi shakotirihonny茅n:ni n猫:ne s茅nha aka鈥檚hatsten鈥檔e ne ken鈥 r贸:ti raonatewey茅n:na. Ra贸nha kwah thotyer茅nhton ne yah tehonnokweh贸n:we tsi rott贸:ken tsi niyo鈥檚hatst茅nhsera ne Onkwehonwehn茅ha tsi n铆:yoht tsi ahshakotirih贸n:nyen akw茅:kon tkarihwar贸:ron t谩non rontewey茅nhstha oh茅n:ton r贸n:nete.

Satew茅:yenst ne Onkwehonwehn茅ha sha鈥檕y茅:ra tsi ahshakotirih贸n:nyen

Nah貌:ten 脡n:satste t谩non Nah貌:ten K谩yen