Indigenization Process

What is Indigenization?

List of 2 items.

Where are we now?
- We've developed a comprehensive strategy to successfully manage this multi-stage process
- We've engaged Senior Leadership, faculty and staff, and the SHS Board in the process
- We are implementing a dynamic communication strategy to include and inform all members of the Selwyn House community
Where are we going?

Communications
We will be using all channels available to us (community newsletter, video media, website, etc.) to inform and include the SHS community on our planning and progress.

Assessment
Our aim is to develop a clear and contextualized understanding of the school's past and present engagement with Indigenous peoples, histories, and issues. To do this, we will be conducting an in-depth literature review and using mixed methods data collection. This may include, but is not limited to, reviewing existing school documentation and data, conducting online surveys and interviews, and engaging in group discussions with diverse stakeholders.

Reporting
We will develop a clear and concise report that summarizes our phase 1 activities and the findings from our initial assessment.

Summary of 2020-21 Activities

Introductions & Onboarding

Community Newsletter
Town Hall Event
Group Workshops
Selwyn.ca Indigenization Process tab
Social Media sharing

Empowering the ISC

Orange Shirt day
Ongoing discussions with the ISC
Turning the group's input into actions
Offering support and a safe space

Supporting Faculty & Staff

Resource bank in shared google drive
Responding to personalized inquiries
Mikana professional development session
Residential Schools summer professional development

Assessment Phase Progression

Data collection
Surveys & group discussion
Individual interviews
Document review
Literature review
Building new partnerships

At its core, indigenization is about respect. Respect for the land, for the truth of our shared history, and for one another.

At Selwyn, this will be brought to life by examining our institutional values and culture and implementing changes where necessary through a long-term vision and strategy.

With each step we take in this groundbreaking process, SHS will become a leader in indigenization at the K-12 level across Canada and around the world.

What the Research says:

The University of Saskatchewan, a leader in indigenization in Canada, defines the term as:

• “A multi-staged institutional initiative that supports societal

reconciliation;

• An intentional, culturally sensitive and appropriate approach to

adding Indigenous ideas, concepts, and practices into curricula,

when and where it is appropriate;

• A strategic set of changes to policies, procedures and practices

that increase inclusion, break down barriers and realign

institutional and school outcomes without harm to previously

established goals; and

• An iterative developmental approach to understanding Canada’s

colonial history and the more contemporary issues impacting

Indigenous people. Engaging in critical reflections from a

professional and/or personal perspective about how to build safe

and ethical spaces for Indigenous knowledges, worldviews, and

practices.”

https://teaching.usask.ca/curriculum/indigenization.php#WhatisIndigenization

“Indigenization is not an ‘Indigenous issue’ and it is not undertaken solely to benefit Indigenous students. Indigenization benefits everyone; we all gain a richer understanding of the world and of our specific location in the world through awareness of Indigenous knowledge and perspectives. Indigenization also contributes to a more just world, creating a shared understanding that opens the way toward reconciliation between Indigenous and non-Indigenous people.”

Cull, I., Hancock, R., McKeown, S., Pidgeon, M., & Vedan, A. (2018). Pulling together: A guide for indigenization of post-secondary institutions. https://bccampus.ca/2020/10/05/decolonization-and-indigenization/