Centre for Teaching Excellence
Indigenization & DecolonizationThis header photo shows part of Skw’cháys’ 2021 awakening ceremony
Indigenization & Decolonization
Indigenization and Decolonization
Welcome, thank you for visiting. Here you will find invitations to (re)consider, (re)examine, and (re)imagine with Indigenization, decolonization, teaching, and learning. These offerings are not prescriptive or definitive, but invite you to think and practice attentively.
Indigenizing
Indigenizing might mean something different depending on the person, context, protocol, place, or something else entirely. The description we offer at the CTE is an active process of centring Indigenous ways of knowing, thinking, and learning.
“Indigenizing the curriculum is positioned as a verb, not a noun, not an outcome… the process of indigenizing means that we are engaged in exploring what Indigenous knowledge is, how might we understand the nature of Indigenous knowledge.”(Archibald, 2012)
As a place to start, consider exploring the resources offered in But first: Places you might wander.
Decolonizing
To describe decolonization with finality is an impossible task. Perhaps decolonization could be thought of as the process of challenging, resisting, reimaging, and/or transforming an academic system that is accountable to Indigenous peoples, lands, waters, and knowledges. Perhaps decolonization considers systemic, structural, historical, and present mechanisms of (dis)advantage. Perhaps decolonization exists in how you introduce yourself, host a class, invite multitudes of knowing, write a learning objective, or assign course readings.
“Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or, “decolonize student thinking”, turns decolonization into a metaphor.” (Tuck & Yang, 2012)
As a place to start, consider exploring the resources offered in But first: Places you might wander.
But first, a gift: Places you might wander
Wherever you are on your journey, we want to offer you a gift first. Carefully plucked and placed on the plate are a few invitations to closely consider Indigenization, decolonization, teaching, and learning. We have selected only a few of the multitude of resources; the places you go next are up to you.
Podcast: Walking in Relation: Indigenous Pathways Through Education
This six-part podcast series 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.
Book: Tiná7 Cht Ti Temíxw (We come from this Land)
“From the watersheds of the Squamish and Mamquam Rivers and Howe Sound in the north to English Bay, False Creek, and Burrard Inlet in the south, Sḵwx̱wú7meshulh Aysá̓ych (Squamish Territory) encompasses saltwater and rushing rivers, old-growth forests at valley bottoms, and alpine meadows high above the ocean. Tiná7 Cht Ti Temíxw—We Come From This Land is a powerful introduction to the vast history of the Sḵwx̱wú7mesh people. Drawing on stories from our Elders and in-depth research, we trace our history and culture from ancient times to the present day, offering a launching point for discovering more about the places, people, and stories found here.”–Page 4 of cover
Video: Indigenization and Decolonization of Education
In this video, Carleen Thomas shares about Indigenization, decolonization, and education. Carleen Thomas (Tsleil-Waututh Nation) is a 2025-2026 Elder-in-residence at CapU, chancellor at Emily Carr University of Art and Design, as well as special projects manager at TsleilWaututh!, educator, and former Tsleil-Waututh Nation council member.
Book: Wayi Wah! Indigenous Pedagogies An Act for Reconciliation and Anti-Racist Education
“How can Indigenous knowledge systems inform our teaching practices and enhance education? How do we create an education system that embodies an anti-racist approach and equity for all learners? This powerful and engaging resource is for non-Indigenous educators who want to learn more, are new to these conversations, or want to deepen their learning.” –Provided by publisher
Video: Interview with Dr. Jo-ann Archibald on "Indigenizing the curriculum"
In this interview, Q’um Q’um Xiiem (Dr. Jo-ann Archibald) shares meanings and practices of ‘Indigenizing the curriculum.’ Q’um Q’um Xiiem holds many roles, including Chancellor of the University of the Fraser Valley, Professor Emeritus and former director of NITEP (Native Indian Teacher Education Program) at UBC’s Department of Educational Studies (EDST), as well as the associate dean for Indigenous Education at the Faculty of Education at UBC.
Facilitation Guide: Renewed What I Learned in Class Today
The Renewed What I Learned in Class Today Facilitation Guide and Toolkit supports faculty, staff, and students interested in facilitating discussions using resources from the What I Learned in Class Today (WILICT) research project. This self-paced, asynchronous guide supports learners in cultivating a robust understanding of the context of the project and its materials while building up the confidence to host discussions with peers.
Capilano University Library Resources
Capilano University Librarians have developed a number of guides and resources to help you work towards indigenizing the curriculum in your course.
Introduction – Indigenous Resources – Guides at Capilano University
Indigenous Resource Guides, Territorial Acknowledgement and Situating Self at Capilano University
For more information on these resources, contact Bethany Peterkin, Indigenous Engagement Librarian or library@capilanou.ca.
Paddling Together: Capilano University’s Living Document
The name Chén̓chenstway comes from the Squamish language. It means to support and respect each other and to work together with a light heart that lifts everyone up to get the work done.
– Elder Latash Nahanee
Chén̓chenstway is a living document that outlines Capilano University’s journey of reconciliACTION and learning. This document guides the University in supporting Indigenous ways of knowing and strengthening its relationship with Host Nations and Métis.
Looking for support?
Contact Christina Lennox, Educational Developer– Indigenous Pedagogies, with questions or to schedule a time to meet.
Capilano University is named after Chief Joe Capilano (1854–1910), an important leader of the Skwxwú7mesh (Squamish) Nation of the Coast Salish Peoples. We respectfully acknowledge that our campuses are located on the unceded territories of the səlilwətaɬ (Tsleil-Waututh), shíshálh (Sechelt), Skwxwú7mesh (Squamish), and xʷməθkʷəỷəm (Musqueam) Nations.
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