Related documents

Title Description Author Download
Indigenous Ally Toolkit This toolkit teaches how an individual can become a better ally and discusses the do’s and don’ts as well as vocabulary. Dakota Swiftwolfe, Leilani Shaw, Montreal Urban Aboriginal Community Network
Building Trust Before Truth: How Non-Indigenous Canadians Become Allies This article discusses building an ally relationship on trust. The author discusses the relationship between Indigenous and non-Indigenous Peoples in Canada by implementing Brené Brown’s Anatomy of Trust (2018). Robyn Ward
10 Ways to be a Genuine Ally to Indigenous Communities This article discusses what it means for human rights activists to be a genuine ally and lists different approaches to get started. Amnesty International
Building an ally: non-Indigenous people share their stories of bridge building “What does it mean to support and stand with the Indigenous community? Some non-Indigenous people have been viewed as an ally, but what does it mean to them to be a cross-cultural bridge builder?” Guests include: David Suzuki, John Ralston Saul, Monique Woroniak, Verna St. Denis, Elizabeth Gouthro. Rosanna Deerchild, Unreserved, CBC Podcast
Decolonising the curriculum: Southern interrogations of time, place and knowledge Abstract: “Despite decades of postcolonial, Indigenous and feminist research, dominant Northern knowledge continues to claim universality across time and space in many academic disciplines and continues to ignore geopolitical power struggles over knowledge. This has taken on a particular urgency in South Africa since the #RhodesMustFall and #FeesMustFall student campaigns beginning in 2015. The international Scholarship of Teaching and Learning (SOTL) field has only begun to grapple with the implications of Southern theory for teaching and learning. In this article, I focus on Southern interrogations about time, place and knowledge and what they offer us in terms of decolonising the curriculum and southernising SOTL. I apply these theoretical resources to the need to trouble taken-for-granted knowledge hierarchies between Northern and Southern knowledge and argue for a truly dialogic knowledge exchange and redistribution of epistemological privilege. I illustrate how these theoretical resources can be applied to the site of intercultural postgraduate supervision and conclude by extrapolating the implications of this theoretical work to efforts to decolonise the undergraduate and postgraduate university curriculum.” Catherine Manathunga, SOTL in the South, Volume 2, Issue 1
Decolonising SOAS Learning and Teaching Toolkit for Programme and Module Convenor May 2018 “This toolkit aims to promote awareness and reflection about forms of racialised disadvantage that can be potentially mitigated through revising approaches to curriculum and pedagogy.” Decolonising SOAS Working Group, SOAS University of London
Strategies for Decolonizing Curriculum and Pedagogy Strategies to consider as you begin to decolonize and indigenize your course or program. This webpage also contains related links to resources. Concordia University Centre for Teaching and Learning
How do you talk about indigenous issues in the classroom? A research project that explores difficult discussions of Aboriginal issues that take place in classrooms at the University of British Columbia. Used to improve the conversations around politically and culturally sensitive issues in a classroom by asking: how does communication around identity, histories, power and privilege happen in a classroom, and how can it be better supported? What I Learned in Class Today: Aboriginal Issues in the Classroom and The University of British Columbia Vancouver Campus
Your Syllabus Doesn’t Have to Look Like a Contract David Gooblar, The Chronicle of Higher Education
Decolonising the Curriculum Melz Owusu, Tedx University of Leeds (video) TED talk