4.10 Toward an Indigenized Student Services

People seated participating in the Metis Nation \-BC join project announcement
Fig 4.1: UFV – Metis Nation-BC Joint Project Announcement.

Media Attributions

Introduction

Purpose of this section

This section explores the interconnections of Indigenous education to serving Indigenous students and communities and how you can make a difference at your institution. Topics include:

  • Indigenization and institutional interconnections
  • Building responsible relationships
  • Promising practices and policies to support student transformation
  • Exploring ways to advocate and inspire others

This section will take one hour to complete.

Note: The sections “Building responsible relationships” and “Becoming an advocate” include information that was originally used in the Curriculum Developers Guide.

Indigenization and Institutional Interconnections

Indigenization in practice is deeply grounded in the traditions and cultural protocols of the traditional landholders that an institution is built upon; it is informed by the diversity of First Nations, Métis, and Inuit of Canada.

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Fig 2.2: Institutional interconnections to Indigenization.

Figure 2.2 provides the institutional interconnections to Indigenization. It shows that individuals within the institution have specific roles and responsibilities that are interconnected to their unit/department/centre goals and purpose. The focus and practices of the department are then influenced by the institutional leadership, such as direct supervisors, senior executive and other community partners. The relationships that an institution, unit, and staff have with local Indigenous communities and organizations within and outside the institution are important. In fact, Indigenization of cannot occur without these critical relationships informing each step and the entire educational process.

Media Attributions

  • Fig 2.2: Institutional Interconnections to Indigenization © M. Pidgeon is licensed under a CC BY (Attribution) license

Building Responsible Relationships

We can accomplish so much more working together than working on our own. This is true for teams, units, departments, and institutions. It is important to be engaged in working for the common good, within the considerations of decolonization and Indigenization, and to recognize our individual and institutional role in ensuring responsibility and accountability.

A key principle of decolonization and Indigenization is that each person within an institutional community is responsible to these relationships. Every front-line staff member and student affairs professional is accountable to their unit and director, who are then accountable to the senior leadership. The interconnections of the relationships we have working within an institution and across the British Columbia post-secondary system is critically important to improve Indigenous student success in this province.

Recognizing that each of us is part of the relationship towards truth and reconciliation, we can enact it through our participation and active engagement. This engagement builds upon the concept of reciprocal relationships. As defined by Verna Kirkness and Ray Barnhardt (1991), we “are in a position to create a new kind of education, to formulate new paradigms or explanatory frameworks that help us establish a greater equilibrium and congruence between the literate view of the world and the reality we encounter when we step outside the walls of the ‘Ivory Tower’” (p. 12). Essentially, these reciprocal relationships create opportunities for learning between Indigenous and non-Indigenous people that improve understanding and inclusion of Indigenous ways of knowing and being within the academy. In ways similar to the TRC (2015) Calls to Action [PDF],[1] this collective reciprocal responsibility ensures that we are all part of the journey as a community.

Connecting with others working toward Indigenization

You can find others in your institution who are working toward Indigenization, decolonization, and reconciliation, and build connections between your existing communities and create new and different relationships. Many post-secondary institutions have Indigenous plans or strategic documents that describe their commitment to Indigenization. These plans vary widely from institution to institution, and some institutions are working on new or revised versions. There may be opportunities to get involved in this work where your perspective as a front-line worker is important to share.

  1. TRC (2015) Calls to Action: http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf ↵

Promising Practices and Policies to Support Student Transformation

Many post-secondary institutions have developed policies, procedures, and practices to Indigenize their institutions. We have compiled a list of key policies and procedures developed at institutions in BC and Canada. The list is organized into physical, intellectual, spiritual, and emotional supports. These examples simply illustrate some ways we can Indigenize the institution with policies, procedures, and practice, which vary from institution to institution as they are based on the local relationships and partnerships with Indigenous communities.

Physical

The following procedures and practices reflect how physical space and access within the institution accommodates Indigenous people. This includes how to work respectfully with Indigenous knowledge authorities and provides and supports culturally safe and relevant spaces for shared learning.

Table 1: Physical Policies, Procedures, and Practices
Institution Policy/Procedure/Practice
University of Lethbridge Procedure: Sweat Lodge Ceremonial Procedures and Location Map[1]

The University of Lethbridge has developed procedures for Sweat Lodge ceremonies. They require that a staff member book the space 10 days prior to the event to allow time to obtain the required approval from the City of Lethbridge Fire Department. They also require that at least one staff member attend the ceremony. The booking form is the contract for service, liability, and safety. The website also provides clear policies and information about the lodge size and location.
University of Victoria Practice: Payments to Indigenous payees[2]

At University of Victoria, the Accounting Department has developed a process in conjunction with the Office of Indigenous Academic and Community Engagement to ensure that payments made to Indigenous payees are completed in a culturally sensitive way. There are procedures and guidelines in place and steps that staff need to take to facilitate this goal.
University of Northern British Columbia Policy: Policy on Smudging and Other Ceremonial Use of Smoke [PDF][3]

This policy provides guidelines to facilitate Aboriginal traditional, ceremonial, and pedagogical events while adhering to the British Columbia Tobacco Control Act (RSBC 1996- Chapter 451) regulating smoking in workplaces and in post-secondary educational institution. The university must comply with the law.
Vancouver Island University Procedure/Practice: Faculty Letter of Agreement for Elders-in-Residence[4]

This agreement recognizes and affirms the Vancouver Island University Elders-in-Residence as gifted faculty who provide a unique and highly regarded knowledge contribution to VIU and the VIU community. It gives specific procedures about how Elders are compensated for their knowledge.

Intellectual

The following policies and practices relate to the processes of student admission, transition, and completion. They also show the interconnections between departments and other institutions.

Table 2: Intellectual Policies, Procedures, and Practices
Institution Policy/Procedure/Practice
University of British Columbia Policy: Aboriginal Admission Policy[5]

UBC may consider applicants who do not meet the current competitive admission cut-off set by the individual faculties and schools, but who meet the University-wide academic minimum of 70% for first-year programs or the grade point average of 2.0 on a 4.0 scale for applicants applying from a recognized post-secondary institution. Applicants must also satisfy program pre-requisites set by the individual faculties and schools.
University of British Columbia and Langara College Practice: Aboriginal Transfer Program[6]

This practice ensures that First Nations, Métis, and Inuit students who complete the program requirements at Langara College will be guaranteed admission with certain degree programs at UBC’s Vancouver Campus.
Simon Fraser University Policy: Aboriginal Undergraduate Admission Policy[7]

Simon Fraser University’s admission policy takes into consideration an Indigenous applicant’s educational history, cultural knowledge, work experience, educational goals, and other achievements. This information is reviewed by a three-member committee composed of participants from Indigenous student services, the specific faculty applied to, and University Admissions.
College of New Caledonia Policy: Aboriginal Education and Services [PDF][8]

The College of New Caledonia has had a policy in effect since 1999 that states the college “recognizes and supports First Nations, Métis, and Inuit peoples in their goals of self-determination. CNC recognizes that the learning environment is enriched by diversity, and will specifically include Aboriginal cultures. CNC will actively work with Aboriginal people to identify and respond to their needs.”
University of Lethbridge Policy: Aboriginal Education[9]

The primary objective of the University of Lethbridge’s Aboriginal Education policy is to “re-invigorate, reaffirm, and strengthen the university’s historic commitment to Aboriginal peoples, re-establishing Aboriginal education as a core priority of the University…”
Camosun College Practice: Indigenous Limited Priority Admission process[10]

At Camosun College, the BC Human Rights Tribunal process for priority admissions to select programs. “… offers priority seating for qualified Indigenous students in Nursing, Practical Nursing, and Early Learning and Care. Five per cent of the seats are set aside for Indigenous students to help meet critical health and child care needs in urban and rural Indigenous communities.”

Spiritual

The following policies and practices support the cultural identity of Indigenous students. This may also include how to include Indigenous community resources and look at ways for Indigenous cultures to be welcomed into the institution.

Table 3: Spiritual Policies, Procedures, and Practices
Institution Policy/Procedure/Practice
BC Institute of Technology Practice: Traditional Sweat Lodge Ceremonies[11]

BCIT holds monthly Sweat Lodge Ceremonies. Their website states, “The Indigenous Services department exclusively welcomes BCIT staff and students to join us in our sweat lodge ceremonies…NOTE: All participants are asked to refrain from drugs and alcohol four days before the ceremony. Questions? Please come in and ask at Indigenous Services.”
University of Lethbridge Practice: Blackfoot and First Nations, Métis and Inuit Protocol Handbook[12]

University of Lethbridge has created a handbook that provides guidelines for faculty, staff, students, board, and senate members when incorporating Blackfoot and other First Nations Métis and Inuit (FNMI) cultures into activities or ceremonies on campus.
Lakehead University Policy: Indigenous and Aboriginal Cultural Ceremonies Policy[13]

Lakehead University in Ontario has created a policy to show that they respect and support the Aboriginal tradition of smudging that includes the use of four sacred medicines (sage, cedar, tobacco, and sweetgrass). Lakehead University recognizes and supports Aboriginal traditions practised on campus by Aboriginal students, faculty, and staff in classrooms, student gathering places, offices, cultural events, and meetings in various locations throughout the university.
Northwest Community College Policy/Practice: First Nations Council[14]

Northwest Community College created a First Nations Council in 1996. The First Nations Council focuses on student advocacy, program promotion, curriculum design, cultural issues and content, program and education service evaluation and will assist Northwest Community College in improving its relationships with First Nations communities in the Northwest college region.
Camosun College Practice: Convocation Regalia[15]

Camosun College’s graduation policy recognizes traditional dress: “you are a member of an Indigenous nation, the military, or are from another country, you may choose to wear your regalia, uniform, or national dress in place of the traditional graduation gown.”

Emotional

These policies and promising practices explore the emotional and cultural supports available to Indigenous students throughout their educational journey.

Table 4: Emotional Policies, Procedures, and Practices
Institution Policy/Procedure/Practice
Justice Institute of BC Practice: Elders-in-Residence program[16]

The Justice Institute of BC has an Elders-in-Residence program. “Elders in Residence dedicate the majority of their time supporting and encouraging Aboriginal students and providing a cultural connection to them on their journey. They are also available to students, their families, and JIBC’s faculty and staff.”
Vancouver Island University Practice: Elders Protocol[17]

VIU has an Elders-in-Residence program that recognizes the important role Elders play. “They provide counselling, support, and guidance to all students at VIU. You will often hear the students referring to the Elders as ‘Auntie’ or ‘Uncle,’ which is a sign of both affection and respect. Vancouver Island University Elders are active in a variety of areas encompassing student support, classroom instruction, teaching traditional protocols and cross-cultural sharing.”

 

Becoming an Advocate

Now that you have completed this guide, you have a responsibility to share your knowledge and experience with others. As you go about your work, consider ways in which you can bring Indigenous ways of being into your organizational culture, such as acknowledging the lands during in-person meetings or conference calls or creating opportunities to collaborate on Indigenous-led work. How might you advocate for Indigenization in your policies and procedures (for example, in regards to payment of honoraria or hiring policies)? How might you support Indigenization of your physical workspace (for example, through inclusion of Indigenous art or recognition of lands)?

Summary

In this final section you saw ways to weave together the principles of Indigenization into institutional practice. This weaving of knowledges and practice requires commitment, partnerships, and relationships. The policies and practices are just a few examples of how Indigenization has been integrated and infused into institutional culture.

 

Activities

Activity 1: Building holistic services

Type: Group

Time: 2-8 hours 

  1. Discuss how your unit/program area supports the holistic needs of students.
    • What connections or resources do you need to be able to support the cultural integrity of Indigenous students?
  2. Create a shared document of resources for your unit that focuses on serving Indigenous students to support your work and the work of other units and departments at your institution. Based on the Indigenous wholistic framework (in section 2), identify:
    • recommendations to make improvements in each of the four realms (physical, emotional, spiritual, and intellectual); and
    • how you can use the 4Rs (respect, relevance, reciprocity, and responsibility) to inform and shape
      • staff practices
      • policy changes
      • institutional culture to better support Indigenous students

Activity 2: How do relationships support success?

Type: Group

Time: 30 minutes

Take a moment to reflect and explore the following questions:

  • Who at your institution is also undertaking decolonizing or Indigenizing work?
  • What relationships do you currently have at your institution that you find helpful in supporting student success?
  • How do these relationships help you support Indigenous students?

Activity 3: Supporting relevant and responsive staff

Type: Group

Time: 30-60 minutes

  • How does policy and practice, in your unit and institution, help or hinder staff in serving Indigenous students?
  • What three changes would you recommend to improve the services the unit provides to Indigenous students?

Conclusion

Creating space for Indigenous Peoples and communities to engage in learning requires a lot of unlearning and relearning of historical harms and how institutional racism has been normalized. We can all play a role in Indigenization and work to provide better access for Indigenous students, include Indigenous worldviews and perspectives in our systems, and provide welcoming spaces for all students.

We hope you have found this guide helpful in your own journey to better support Indigenous student success. When we pull together, we move forward with purpose, honour, humility, love, and respect.

In concluding, let’s consider the words of Angus Graeme, president of Selkirk College:

What does Indigenization look like in 25 years? I believe that for a college to be successful, Indigeneity will be so engrained in the governance, operations, courses, programs, and services at the college that the term Indigenization will no longer be needed. Indigenous students will be confident and successful, proud of who they are, and proud of their cultures, traditions, and languages. We will have increased the number of faculty and staff who identify as Indigenous. The college will be a vibrant place of learning. Wouldn’t it be amazing if 25 years from now (if not sooner!) the president of the college were an Indigenous person and a Selkirk College alumni? (Harrison et al., Leaders and Administrators Guide, 2018)

Attribution:

“Pulling Together: A Guide for Front-Line Staff, Student Services, and Advisors “ by Ian Cull; Robert L. A. Hancock; Stephanie McKeown; Michelle Pidgeon and Adrienne Vedan is licensed under CC BY-NC 4.0

Reference:

  1. Sweat Lodge Ceremonial Procedures and Location Map: http://www.uleth.ca/policy/sweat-lodge-ceremonial-procedures-location-map ↵
  2. Payment to Indigenous payees: http://www.uvic.ca/vpfo/accounting/resources/indigenous-payment.php ↵
  3. Smudging and other ceremonial use of smoke: https://opentextbc.ca/indigenizationfrontlineworkers/wp-content/uploads/sites/237/2018/06/Policy-on-Smudging-and-Other-Ceremonial-Use-of-Smoke.pdf ↵
  4. Faculty Letter of Agreement for Elders-in-Residence: https://www2.viu.ca/HumanResources/VIUFA/contents.asp ↵
  5. Aboriginal Admission Policy: http://www.calendar.ubc.ca/vancouver/index.cfm?tree=2,14,0,0 ↵
  6. Aboriginal Transfer Program: http://transfer.aboriginal.ubc.ca/ ↵
  7. Aboriginal Undergraduate Admission Policy: http://www.sfu.ca/students/admission/admission-requirements/aboriginal-admission-policy.html ↵
  8. Aboriginal Education and Services: https://cnc.bc.ca/docs/default-source/about/governance/policy-8-aboriginal-education-and-services.pdf ↵
  9. Aboriginal Education: http://www.uleth.ca/policy/aboriginal-education-policy ↵
  10. Indigenous Limited Priority Admission process: http://camosun.ca/learn/school/indigenous-education-community-connections/students/health-seats.html ↵
  11. Traditional Sweat Lodge Ceremonies: https://www.bcit.ca/indigenous/sweatlodgecerem.shtml ↵
  12. Blackfoot and First Nations, Métis and Inuit Protocol Handbook: http://www.uleth.ca/policy/blackfoot-and-first-nations-metis-and-inuit-protocol-handbook ↵
  13. Indigenous and Aboriginal Cultural Ceremonies Policy: https://www.lakeheadu.ca/faculty-and-staff/policies/human-resources/cultural-protocol-policy ↵
  14. First Nations Council: https://nwcc.bc.ca/about-us/explore-nwcc/first-nations-council ↵
  15. Convocation Regalia: http://camosun.ca/events/grad/before-grad.html ↵
  16. Elders-in-Residence program: http://www.jibc.ca/about-jibc/office-indigenization/elders-residence-program ↵
  17. Elders Protocol: https://aboriginal.viu.ca/elders-viu ↵

 

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Exploring Systems Navigation and Select Population Copyright © by Denise Halsey and Sunil Boodhai is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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