Incorporating Indigenous Knowledge into Teaching and the Academy

Abstract

Since the release of the Truth and Reconciliation Commission Calls to Action (Canada, 2015), there has been a movement to include Indigenous voices, epistemologies, and ontologies into institutions and systems to support Indigenization. The goal of the research is to gain insight into the practices of Indigenous scholars incorporating Indigenous knowledge into the academy, learning from the highlights, struggles, and challenges along the way. The research objectives are to: 1) capture the story of each Indigenous scholar's journey in finding their own identity and coming to know Indigenous knowledge, 2) capture the ways Indigenous scholars foster environments that encourages learning about relationality, culture, Indigenous knowledge and identities, and 3) reflect on the ways that their stories are shaping/informing my understanding of Indigenous identities and knowledge within the academy. Using TribalCrit theory and critical ethnography, Indigenous scholars’ stories, including my own, explore challenges, success and strategies for incorporating Indigenous knowledge. Interviews were conducted with five participants, all holding academic appointments at the same post-secondary institution at the time. Transcripts were analyzed using latent content analysis. The iterative process of data collection, transcription and coding led to codes, sub-categories, and categories, as well as excerpts that supported each. After interviews were complete, I developed the themes and conclusions from the data analysis. Emerging themes include the journey to the academy; enacting TribaCrit through small acts of self-determination and sovereignty; and strategies for TribalCrit practitioners in the academy. Strategies adopted by Indigenous scholars that pave the way for future scholars include creating a safe and welcoming space for Indigenous students; following the path and breaking new ground; and community and reciprocity. In conclusion, TribaCrit practitioners are motivated to transform the academy to be more welcoming to Indigenous students; many are making strides to realize this transformation instead of it being only a hope.