4.6 Strategy 4: ‘Nothing About Us, Without us’: Approaching Indigenous Knowledges through Relationship
Earlier, we described knowledge justice as recognizing the limits of dominant systems and seeking what lies beyond them. This resource, which relies on the written word and was created within a Eurowestern education system, can help you begin that journey–but we have reached its edge.
Resources like this one can help us examine whose knowledge we value and why, but they cannot teach the full richness of diverse knowledge systems. After all, not all knowledge is ours to access. Indigenous knowledges have been systematically excluded from education systems through colonization–and re-learning these ways of knowing has been part of Indigenous Peoples’ healing and resurgence (Western University, 2025, forthcoming). That process of reclamation is ongoing. So rather than teaching ‘search tips,’ Strategy 4 focuses on relationships and reciprocity.
“For many Indigenous people, reconnecting, or strengthening their connections to languages, cultures and knowledges is a significant part of their healing and reconciliation process… [Universities] sometimes take for granted how hard Indigenous Elders and Knowledge Keepers work to gain that knowledge, and how much they fought for it. The reality is, due to colonization, a lot of Indigenous people have not had opportunities to know and embody their culture, governance or language; or to(?) have relationships to Elders and Knowledge Keepers in their Nation” (Western University, 2025, p. 20).
Relationship-Based Knowledge Seeking Using Indigenous Allyship Principles
One way to begin learning about diverse epistemologies is to practice Indigenous Allyship principles. At its heart, Indigenous Allyship means honouring Indigenous sovereignty, building reciprocal relationships, and working to dismantle systems that marginalize Indigenous voices and knowledges(Western University, 2025 
). Allyship is not a label one can claim for themselves, but a responsibility non-Indigenous peoples demonstrate through action.
Allyship is rooted in one’s local context and takes time and care to understand. As a first step, consider whether you can identify:
- On whose Traditional Territory are you situated? If you are in Canada, what are the treaties of the Land you are on
- What Indigenous Allyship or anti-racism guidelines exist for your profession? Have any been developed by Indigenous communities local to you? How are you otherwise developing Indigenous cultural literacy?
- For example, as Western University employees, your chapter authors follow the Guidelines to Indigenous Allyship
What are your personal responsibilities to Indigenous Peoples and knowledges, as articulated by all of the above?
Indigenous Allyship principles help us consider whether we are trustworthy enough to receive others’ knowledge. An important part of practicing knowledge justice, they help us recognize that knowledge is not information to collect but is something sacred, that must be cared for and earned through relationship (Loyer, 2018).
Follow Guidelines and Protocols When Engaging with Elders and Knowledge Keepers
In seeking out continued learning opportunities, it is important to learn from the Indigenous Communities, Nations, and organizations with which you are, or hope to be, working. Indigenous Elders and Knowledge Keepers bring knowledge that has been gained over a lifetime, which should be recognized as expertise. Indigenous Peoples are not under any obligation to offer their values or wisdom to help others learn, especially without any compensation. If they are faced with additional burdens of work or are not being engaged in a reciprocal way, they may be less inclined to become involved (Western University, 2025, forthcoming).
Most Indigenous communities have guidelines and protocols for how to engage respectfully with Elders, Knowledge Keepers, and community members. Protocols vary by Nation and territory and help to prevent further epistemic harm by ensuring Indigenous customs, manners, and rules are followed (Western University, 2023). See an example from the University of Manitoba (2021).
Just as we discussed above, seeking lived experience from Indigenous persons requires care and consideration. Guidelines and protocols for engagement can help us learn how to engage in this work (Western University, 2024 ).
Consider
What protocols exist for engaging respectfully with the local First Nations, Métis, or Inuit communities in your area? Do you know where to find them?
Elders and Knowledge Keepers help Indigenous communities to determine what knowledge is sacred, what may be shared with non-members, and how sharing should occur. It is not the place of non-Indigenous peoples to ‘retrieve’ or ‘find’ these knowledges . Following protocols and guidelines for engagement is therefore a required element of learning about Indigenous epistemologies. By not taking the time to understanding and follow protocols, we risk repeating the same harms that epistemic knowledge justice seeks to address. In many cases, the right action is not to seek out information, but to focus on building trust, showing respect, and following local protocols.
Responsibly Use Indigenous Sources Found in the Public Domain
“Before I start a project, have I investigated what work is already being done, and who is already engaged, so I do not cause over-engagement?” (Western University, 2025, forthcoming).
There are, of course, many examples of Indigenous creators and authors sharing their words, wisdom, and lived experiences within the public domain. It is possible to use the search strategies discussed throughout this chapter to seek out Indigenous-created books, stories, videos, social media posts, songs(?), and other forms of knowledge.
Before seeking out and engaging with First Nations, Metis, and Inuit-created resources, librarian Rachel Chong (Métis and European descent) names “best principles for working with Indigenous print and oral sources” (2022) for you to explore on your own time. For example:
“If you are using a historic source (e.g. published before 1990) and are unclear if the author has collected information using Indigenous Protocols… 1) do not use the source… 2) [or] use the source, but indicate in the paper that the source is problematic and state why (Chong, 2022
Taking the time to review Chong’s work on Indigenous Information Literacy is important, as we want to be sure to engage with Indigenous-created resources from the worldview under which they were created.
When seeking out Indigenous-created sources, make sure to practice Strategy 1 from the beginning of this guide to identify language and terminology used by the Indigenous peoples and communities with whom you are working and learning. ‘Indigenous’ is a global and umbrella term used for any original peoples (United Nations, 2025). In Canada alone, the term ‘First Nations’ is used to refer to over 600 bands.
Other resources to explore when seeking or using Indigenous knowledge(?):
- University of Alberta (2025) Indigenous Research guide
- Tsosie et al. (2022) 6Rs Framework , a useful companion when reading academic research that uses Indigenous methodologies and epistemologies
- Simon Fraser University’s Citing Indigenous Elders & Knowledge Keepers: APA (7th ed.) Citation Guide
Stop and Reflect
Our goal with Strategy 4 is not to introduce Indigenous ways of knowing, but to help prepare you to use a lens of knowledge justice when seeking out new knowledge, including Indigenous epistemologies.
Use the questions below, adapted from Western University’s Guide to Indigenous Allyship (2025, forthcoming), to reflect on your current understanding of how to seek diverse ways of knowing by centring relationships:
- What is your motivation for seeking out Indigenous knowledge(?)? Do your intentions come from a desire to build a just future for all people?
- Are you willing to listen and adapt your thinking? How do you usually respond to having your assumptions challenged?
- How might your future work as a helping professional support the priorities of the Indigenous person or Peoples? How do you know?
Next, set a learning intention for how you might explore diverse epistemologies after you’ve finished this resource. Will you:
- Seek out resources on practicing Indigenous Allyship?
- Learn more about Indigenous epistemologies? Consider exploring resources like:
- OISE University: Understanding Indigenous Perspectives
- University of Manitoba: Working in Good Ways
- Jimmy, Andreotti and Stein (2019), Towards Braiding
- OISE University: Understanding Indigenous Perspectives
- More deeply explore Canada’s true history
All activities can also be found in a downloadable workbook. Visit the ‘Using this Resource‘ page to access the workbook in MS Word and PDF formats.
An ongoing process of learning, unlearning, and action, allyship involves recognizing and disrupting systems of power and privilege that marginalize Indigenous Peoples and other equity-deserving groups.
