More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education
Since the 1970s there has been increased focus by institutions, government, and Indigenous nations on improving Aboriginal peoples participation and success in Canadian higher education; however disparity continues to be evident in national statistics of educational attainment, social determinants o...
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| Format: | Article |
| Language: | English |
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Cogitatio
2016-02-01
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| Series: | Social Inclusion |
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| Online Access: | https://www.cogitatiopress.com/socialinclusion/article/view/436 |
| _version_ | 1811220207986802688 |
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| author | Michelle Pidgeon |
| author_facet | Michelle Pidgeon |
| author_sort | Michelle Pidgeon |
| collection | DOAJ |
| description | Since the 1970s there has been increased focus by institutions, government, and Indigenous nations on improving Aboriginal peoples participation and success in Canadian higher education; however disparity continues to be evident in national statistics of educational attainment, social determinants of health, and socio-economic status of Aboriginal compared to non-Aboriginal Canadians. For instance, post-secondary attainment for Aboriginal peoples is still only 8% compared to 20% of the rest of Canada (Statistics Canada, 2008, 2013). A challenge within higher education has been creating the space within predominately Euro-Western defined and ascribed structures, academic disciplines, policies, and practices to create meaningful spaces for Indigenous peoples. Indigenization is a movement centering Indigenous knowledges and ways of being within the academy, in essence transforming institutional initiatives, such as policy, curricular and co-curricular programs, and practices to support Indigenous success and empowerment. Drawing on research projects that span the last 10 years, this article celebrates the pockets of success within institutions and identifies areas of challenge to Indigenization that moves away from the tokenized checklist response, that merely tolerates Indigenous knowledge(s), to one where Indigenous knowledge(s) are embraced as part of the institutional fabric. |
| first_indexed | 2024-04-12T07:37:49Z |
| format | Article |
| id | doaj.art-454066f837ec4ef78496e5bef7d2b4fd |
| institution | Directory Open Access Journal |
| issn | 2183-2803 |
| language | English |
| last_indexed | 2024-04-12T07:37:49Z |
| publishDate | 2016-02-01 |
| publisher | Cogitatio |
| record_format | Article |
| series | Social Inclusion |
| spelling | doaj.art-454066f837ec4ef78496e5bef7d2b4fd2022-12-22T03:41:53ZengCogitatioSocial Inclusion2183-28032016-02-0141779110.17645/si.v4i1.436250More Than a Checklist: Meaningful Indigenous Inclusion in Higher EducationMichelle Pidgeon0Faculty of Education, Simon Fraser University, CanadaSince the 1970s there has been increased focus by institutions, government, and Indigenous nations on improving Aboriginal peoples participation and success in Canadian higher education; however disparity continues to be evident in national statistics of educational attainment, social determinants of health, and socio-economic status of Aboriginal compared to non-Aboriginal Canadians. For instance, post-secondary attainment for Aboriginal peoples is still only 8% compared to 20% of the rest of Canada (Statistics Canada, 2008, 2013). A challenge within higher education has been creating the space within predominately Euro-Western defined and ascribed structures, academic disciplines, policies, and practices to create meaningful spaces for Indigenous peoples. Indigenization is a movement centering Indigenous knowledges and ways of being within the academy, in essence transforming institutional initiatives, such as policy, curricular and co-curricular programs, and practices to support Indigenous success and empowerment. Drawing on research projects that span the last 10 years, this article celebrates the pockets of success within institutions and identifies areas of challenge to Indigenization that moves away from the tokenized checklist response, that merely tolerates Indigenous knowledge(s), to one where Indigenous knowledge(s) are embraced as part of the institutional fabric.https://www.cogitatiopress.com/socialinclusion/article/view/436Aboriginal peoples, Canadaindigenous higher educationindigenizationpost-secondary educationrecruitmentretention |
| spellingShingle | Michelle Pidgeon More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education Social Inclusion Aboriginal peoples, Canada indigenous higher education indigenization post-secondary education recruitment retention |
| title | More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education |
| title_full | More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education |
| title_fullStr | More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education |
| title_full_unstemmed | More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education |
| title_short | More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education |
| title_sort | more than a checklist meaningful indigenous inclusion in higher education |
| topic | Aboriginal peoples, Canada indigenous higher education indigenization post-secondary education recruitment retention |
| url | https://www.cogitatiopress.com/socialinclusion/article/view/436 |
| work_keys_str_mv | AT michellepidgeon morethanachecklistmeaningfulindigenousinclusioninhighereducation |