In 2021, North Island College (NIC) established two new five-year plans that were designed to guide institutional activity. These were the institutional strategic plan ‘Build 2026’ and the institution’s first Indigenization plan: ‘Working Together’. These two plans expressed an institutional commitment to further support Indigenization, decolonization, and reconciliation at NIC. Within this context the Office of Global Engagement and the Office of Indigenous Education (OIE), embarked on the development of Canada’s first indigenizing internationalization plan. The result is: ‘Journeying Together: A transformational approach to Indigenization and internationalization at NIC’. Journeying Together is a way to:

* Collaborate with the OIE and indigenous communities.
* Increase understanding of the international education aspirations of the First nations that are in the college region.
* Explore how to Indigenize international education at NIC through dialogue.
* Prepare international students as visitors and immigrants to our region.
* Explore place-based learning and new partnerships in a global context.
* Consider the concept of being ‘indigenous serving.
* Support indigenous language learning for international students at NIC.
* Focus intercultural education activities toward Indigenization.
* Develop the plan as a process (Indigenizing) rather than a result (Indigenized).
* Provide budget support to the plan until 2026.

The resulting plan establishes a commitment to transform what we do and how we do international education. It sets a new path of discourse that considers ways to ‘weave’ aspects of Indigenization with those of internationalization building; a process that is driven by the 35 First Nations in our region based on shared history; social and economic need; and cultural expectations.

Join your international and Canadian colleagues and stakeholders for an evening welcome reception, followed by a full day of engaging discussion around the unique approaches and opportunities within rural, remote and Northern institutions.

Topic areas to be discussed may include

• Transportation, infrastructure, broadband internet
• Climate change, Sustainable Development Goals (SDGs), net-zero
• Attracting talent, immigration, outmigration
• Wage gap, employment gap, inflation, recession

Who Should Attend

Leaders, researchers and representatives from colleges, institutes, universities, municipalities, economic development agencies, indigenous organizations, industry, government and community organizations

Join your international and Canadian colleagues and stakeholders for an evening welcome reception, followed by a full day of engaging discussion around the unique approaches and opportunities within rural, remote and Northern institutions.

Topic areas to be discussed may include

• Transportation, infrastructure, broadband internet
• Climate change, Sustainable Development Goals (SDGs), net-zero
• Attracting talent, immigration, outmigration
• Wage gap, employment gap, inflation, recession

Who Should Attend

Leaders, researchers and representatives from colleges, institutes, universities, municipalities, economic development agencies, indigenous organizations, industry, government and community organizations

 

In August, 2018, Nunavut Arctic College, in conjunction with the Government of Nunavut’s Department of Education and with support from Nunavut Tunngavik Inc., issued a call for Expressions of Interest to eligible Canadian Universities to embark on a singular generational partnership with the expressed purpose of developing institutional capacity, supporting research collaboration that is reflective of Inuit Qaujimajatuqangit, and increasing access to adult education that is reflective of the Inuit worldview for Nunavummiut in their traditional homeland. Ultimately, through a competitive selective process that included representatives from the Department of Education, Nunavut Arctic College, and Nunavut Tunngavik Inc., the Memorial University of Newfoundland and Labrador was selected as the unanimous choice as the most appropriate partner institution. Under the guidance of the Standing Partnership Committee and operating under a Memorandum of Understanding and a terms of relationship, the partnership has graduated the first cohort from the new Inuktut focused Nunavut Teacher Education Program, launched the delivery of Nunavut’s first Bachelor of Social Work program, and the creation of joint institutional parchments in English and Inuktitut. Furthermore, the two institutions are evaluating a further 3 bachelor-level articulation agreements and are engaged in a variety of capacity building and sharing projects.The presenters will provide an in-depth presentation on the partnership selection process, resulting series of negotiations, and eventual cultivation of this unique institutional relationship.

The discussions will focus on the development of post-secondary education by and for the First Peoples in the province of Quebec thanks to the presence and efforts of Kiuna College and the creation of the first university by and for the First Peoples in the province.

In Australia and Canada, Indigenous peoples face significant health disparities compared with non-Indigenous peoples. Attributing factors include socioeconomic disadvantage, social exclusion, and racism. Nursing education plays a key role in reducing Indigenous health inequities, yet many educational approaches have historically come from a place of colonialism, privilege, and power. Successful immersive training experiences in Indigenous health have been implemented in both countries however not all Indigenous peoples have been included in creating and delivering these experiences. Presenters will share their experiences of developing a Collaborative Online International Learning program between Holmesglen Institute in Melbourne, Australia and Northwestern Polytechnic in Alberta, Canada. As part of the learning experience, a virtual reality (VR) module was created on Indigenous Health focused on the First Nations, Métis and Inuit peoples of Canada. Members of the local Indigenous ‘Friendship Centre’ played a pivotal role in developing the script, and two Indigenous actors played lead roles. The actors shared their firsthand experiences of receiving health care with students and discussed their appreciation of being able to make a significant contribution. This Indigenous led module represented an authentic way to teach culturally safe clinical encounters to students and teachers where the voice of Indigenous peoples could be genuinely heard. Regardless of their country of origin, students valued the actor’s portrayal in the VR and the opportunity to hear their lived experience stories. Teachers gained insights into Indigenous history and culture and how to apply that to their own nursing and teaching practices.

For the past five years, Saskatchewan Polytechnic and Confederation College have worked collaboratively to learn from each other and share best practices regarding indigenization of their institutions. This collaboration has resulted in the Miyo Wâhkôhtowin model, a published guide of best practices for the two authoring institutions, as well as being available for sharing with other polytechnics and colleges. The aim of the model is to support students, faculty and administration in efforts to incorporate Indigenous voices, perspectives and practices throughout the institution. This presentation will share this process and the resulting work leading to the Miyo Wâhkôhtowin model with the CICan community, and gather further examples of best practices from those attending. This collaborative presentation and discussion represent a next step, continuing the efforts of the past five years. This can build additional resources to support miyo wâhkôhtowin, or good relations, to extend these efforts beyond the original authors of the model to assist post-secondary institutions throughout Canada and beyond in efforts to work with Indigenous communities.

This session will be co-presented by three post-secondary institutions – British Columbia Institute of Technology (BCIT), Sault College and Northern College, who will each address the problematic and challenging aspects of Indigenization, Decolonization, and Reconciliation (IDR) in post-secondary institutions. By challenging stagnant policies, outdated processes, and racist practices – whether intentional, systemic or unconscious – that lead to performative actions at best, and replicate systems of oppression at worst, we will explore high-impact actions and practices that may disrupt the status quo and lead to meaningful, sustainable systemic change. Prepare to have a bold and courageous conversation. Truth-telling and the reality of systemic change can be difficult and it is a must for all post-secondary organizations. Come and join us in creating awareness through personal testimony, real examples and best practices. Please note that this session may be triggering, so self-care is advised.

Traditional medicines have been utilized for thousands of generations. These ways of healing have shifted into society and into the education systems. Saskatchewan Indian Institute of Technologies (SIIT) promotes traditional healing in adult education using a medicine chest. The medicine chest name comes from Treaty 6 of 1876 and SIIT utilizes the history with contemporary knowledge to promote traditional Indigenous methods of healing.By bringing and sharing an actual medicine chest, participants will be able to immerse themselves in learning about how Indigenous medicines and teachings have stood the test of time. Participants will be able to utilize all their senses by listening to the teachings passed down over time. They will be able to see, touch, smell and feel the impact these ancient medicines have had and how they are helping Indigenous students and non-Indigenous allies learn, heal and grow using ancient teachings. The concepts of ceremony, connection and wellness can be taught and shared in various ways. By sharing the medicines and stories about how they are picked, harvested and used, participants will learn that Indigenous medicines and teachings have a role to play in every area of life.

The refinement of our collective intelligence with respect to the implementation and perpetuation of decolonization and Indigenization processes in post-secondary institutions appears to be essential. Considering the historical context and current developments affecting the First Peoples and our relationships with them, major shifts in position, together with sustainable and authentic commitments, are required. How do we develop reflexes and attitudes enabling non-Indigenous institutions, which are used to operating in a certain way, to rethink their institutional practices and structures, as well as their internal relationships? How do we preserve and enhance the foregrounding of Indigenous experts invested in the process? What place should be set aside for doubt and cultural humility? How can we rethink a culture of “measurable results at any price” that characterizes our institutions? How do we engage our communities in difficult and uncomfortable, yet necessary, conversations? What approaches should be put forward to foster a better infusion of Indigenous knowledge and perspectives within institutional departments and services? The first part of this session will focus on experience sharing by the guest speakers who, from their respective positions (managers/instructors), will offer potential responses to complex and delicate questions based on concrete examples and milestones derived from the Indigenization process at Ahuntsic College. In the second part of the session, (small group discussions), participants will be asked to identify tangible tools and opportunities serving to launch or consolidate decolonizing initiatives with a view to ensuring that they remain inclusive, embodied, authentic and sustainable.