During the Covid-19 pandemic, many institutions decided to make a transition to remote on-line learning. The Centre for Indigegogy resisted this move because we felt that Indigegogy had to experienced in person and in relationship. However, new experiences and exposure with real time remote teaching and learning has caused us to reconsider the value of real time remote teaching and learning while holding space to enact the principles of Indigegogy.
Our decision to move forward became an opportunity for us to re-envision what it means to offer Indigenous Centre Wholistic Professional Development through ‘real time’ remote learning. We had to consider:
There is never a replacement for being with people in person but during this time of social distancing we believe that we continue to offer quality programming that honours Indigegogy.
We look forward to being in ‘real time’ remote teaching and learning Circles with you.
“It is precisely because education was the primary tool of oppression of Aboriginal people, and miseducation of all Canadians, that we have concluded that education holds the key to reconciliation.” Justice Murray Sinclair, TRC Calls to Action in Education poster, 2015
“It is precisely because education was the primary tool of oppression of Aboriginal people, and miseducation of all Canadians, that we have concluded that education holds the key to reconciliation.”
Justice Murray Sinclair, TRC Calls to Action in Education poster, 2015
The Decolonizing Education Certificate is for Indigenous and non-Indigenous people who want to develop their capacity to understand Indigenous perspectives in the history of colonization to contemporary realities in Canada.
This certificate has been developed to build capacity among educators and anyone interested in responding to the Truth and Reconciliation Commission of Canada's (TRC) calls for action in a meaningful way. This certificate covers an array of topics from pre-contact to colonial contact. The topics will help people:
Participants can expect to receive accurate and authentic knowledge, information and experience Indigegogy while learning about what anti-colonial, structural, and decolonizing means. Participants will gain valuable knowledge to help integrate Indigenous perspectives into their work/teaching and will also have invaluable learning experiences.
The instructors are a combination of Indigenous and non-Indigenous scholars who work in solidarity with Indigenous peoples. These instructors have selected modules based on their expertise and experience in the topic areas. Each instructor’s approach is enriched by his or her knowledge, gifts and experiences to the teaching and learning circle.
These transformative learning modules are for anyone wanting to receive authentic. People who have not been exposed to Indigenous studies will benefit from the information, pedagogical approaches and shared experiences offered in each module. If you have little to no exposure to Indigenous knowledge, history or Indigenous studies, this certificate is for you. If you are someone who wants to better understand and teach about Canada and Indigenous peoples, this certificate is for you. If you want to deepen your lens and take a journey that will transform how you teach, practice and live, this training is for you.
The modules are offered over a two-year period, but you do not need to take the modules in order from the beginning. You can sign up for any module at any time. We encourage you to sign up early. Space is limited because our sessions offer quality learning experiences versus quantity.
This module begins with cultural history and provides an overview of colonial history. It begins to establish the context of contact and colonization and introduces cultural learning protocols, land protocols and Indigegogy.
Kathy offers a unique and wholistic perspective grounded in her Anishinaabe teachings and traditions.
Participants will leave with:
This module covers issues related to governance, policy and land. It may cover topics such as treaties, the Indian Act, reserves, federal and provincial governance jurisdictions, and the United Nations on the Declaration of Rights for Indigenous Peoples.
Darren's Haudensaunee roots ground this session along with his treaty and wampum belts knowledge.
Module three offers a critical Indigenous perspective related to the policies of social control of Indigenous peoples in the late 1800 to 1900s. It may cover topics such as child welfare, foster care, residential schools, criminal justice and intergenerational trauma.
This module begins with cultural history and provides an overview of colonial history. It continues to deepen one's understanding of specific social policies, their impacts and challenges.
Raven brings her vast experience in Indigenous child welfare and her experiences to these sessions. She is a storyteller who blends teaching about social policy with storytelling.
Participants will leave with:
This module presents the actions of Indigenous peoples towards truth telling, cultural activism and healing movements. The module will also cover national reports, such as Missing and Murder Indigenous Women, Truth and Reconciliation Calls to Action, as well social activism towards changing policies. Participants will gain understanding in decolonization, alliance building and reconciliation through the examination of resistance and solidarity movements such as Idle No More, Sisters In Spirit and #NoDAPL.
Bonnie offers her community-based experiences in working with youth and within community.
Module 5 begins to draw attention to one’s positionality in relationship with Indigenous people. It examines structural and critical change; experiences of working with Indigenous people and combating institutional racism toward change.
Ben generates a space where participants can deeply explore their positionality. He brings a depth of life and teaching experience to the circle process.
As participants, you will leave with:
Participants will leave with:
Syrus and Giselle have been engaged in community organizing, activism and education for the past 18 years. Their workshop will explore direction action strategies and activism processes that are part of ongoing Black and Indigenous solidarity work on the north part of Turtle Island and Inuit Nunangat. This module will explore self and systems, complexity and change-making. Participants will consider Indigenous perspectives/knowledge in relationship to land, Black peoples relationship to land and fungibility as well as broader issues of settler colonialism.
In this module participants will have an opportunity to revisit the earlier modules. Participants will have an opportunity to further explore what the process of decolonizing means to them, how the journey has been, what were the turning points and explore what has transformed along the way. This module will strengthen participants learning bundles for the purpose of creating an action plan to move forward.
This two-day workshop will help participants learn about their individual, familial, cultural, nation, and professional position from the lands, waters, and climate they live and work within. A series of four half-day teachings will be conducted in relation to different places that bring to our attention particular land, being and ancestral relations, and these will be engaged for particular teachings about the history of colonial relations, human responsibilities in creation, and how to hold ourselves in times of climatic changes. We will engage these places in relation to stories from the Indigenous nations of the waters/land we are on (e.g. Anishinaabe, Haudenosaunee, Wendat) and wampum treaties like the Two Row, Dish-with-One-Spoon, and Seven Nations/Fires. There is an emphasis on participatory activities that asks participants to draw insights from the land/water/climate-based teachings, and to work with their ancestral origins, stories and practices in relation to what these places teach. These sessions are centred around the practice of ‘truth-telling’ for settlers as the basis for considering different ways of “naturalizing” our ways of relating with Indigenous people and the land/water we live within, and as such will continually ask participants to consider what their learning means for our ways of living and working.
Wilfrid Laurier University reserves the right to cancel a course in which there is insufficient enrolment. In the event of a cancellation, students will be informed and all fees will be refunded.
If for some reason you are unable to start or complete your program, we would be happy to defer your registration for our next Educators' Certificate program, or transfer your registration to another person (e.g. coworker, friend). If a refund is requested, the refund amount will follow the schedule below:
Note that no refund of any sort will be given if the university is closed for any reason during your course.
"Participating in the decolonizing education certificate modules has been an incredibly meaningful experience on numerous levels: in terms of knowledge, community and spiritual development.
It introduced me to a new approach to social justice education that blends history, ceremony, culture, and contemporary social and critical analysis. Each module effectively builds on the previous one, connecting the many intersectional and intergenerational issues that are essential knowledge for decolonization, and exposing participants to a range of perspectives with a different instructor for each module.
I highly recommend it for anyone serious about responding to the TRC calls to action from an educational perspective."
Independent Education Researcher
"I’ve been reflecting a lot on my experiences so far in the Decolonizing Education Certificate; one way I’ve explained it recently is that, while I’ve learned a lot from books, and I know a lot of facts, I’m in a place now where I am ready to learn from people.
At the Centre for Indigegogy we learn from Indigenous scholars and non-Indigenous allies about culturally-appropriate engagement, about Indigenous pedagogy, about ourselves, and about each other. It has been a gift to participate in the circle so far, and I can’t wait for the next modules.
Maybe you - like me - identify as a settler, and wonder what you should be doing about decolonization and how you should be doing it; know that this is a space for you to learn: about this land, about its people, and about yourself."
Centre for Criminology and Sociolegal Studies
University of Toronto
Raven Morand, Administrative Assistant
Giselle Dias, MSW, Program Coordinator
Office Location: 120 Duke St., Kitchener
Kathy Absolon-King, MSW, PhD, Director of Centre for Indigegogy
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