In the sixth episode of Walking in Relation Podcast, Justin Wilson and Aaron Nelson Moody discuss “(re)learning to be human, the long road of decolonizing institutions and their seminal article: Looking Back to the Potlatch as a Guide to Truth, Reconciliation, and Transformative Learning.” 

This podcast series was created by Carolyn Roberts and Calder Cheverie offers a glimpse into the contemporary challenges and successes of decolonial change within places of learning—from elementary to post-secondary—and the Indigenous leaders ushering in this change. It features conversations with the Indigenous voices reshaping and reimagining education. 

In this article Métis scholar Laura Forsythe (2025) discusses underrepresentation of Métis perspectives within the Canadian Education system, and the nuances of incorporating Métis ways of knowing. Lessons from the development and implementation of a Métis-focused post-baccalaureate course as well as pragmatic approaches to implementing Métis content in a good way are discussed.

Image adapted from Forsythe (2025) titled Métis Memories of Residential Schools: A Testament to the Strength of the Métis (Art Inspired by Samantha Pratt)

“Re-Storying Education is a process of dismantling old narratives taught in education and rebuilding new narratives that include all the voices that have created this place known as Canada today… 

Drawing from her own experiences as an Indigenous student, educator, and administrator, in public and band-operated school systems, Indigenous academic Carolyn Roberts offers a deep understanding of how to support educators with Indigenous education and to create a nurturing and inclusive environment for all students. Re-Storying Education brings wider perspectives, connections to the land and the people of this land, and a deeper understanding of how relationships to these can change the educational experience for all students.” -provided by the publisher 

As part of the larger What I Learned in Class Today ecosystem, this two-part film focuses on 2019 and 2020 interviews with Indigenous and non-Indigenous faculty at the UBC Vancouver campus. Across the films, key themes from faculty perspectives include positionality, Indigenous student support, tending to the affective side of the classroom, knowledge gaps and Indigenous tokenization, classroom interventions, and broad accountability in continuing this work. 

This film was created by the Indigenous Initiatives Team, at UBC’s Centre for Teaching, Learning, and Technology. Their website also includes a student perspective film, thematic articles, discussion questions, and a facilitation guide.