Indigenization Process

What is Indigenization?

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  
•   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 

“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.

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?

    2020-2021 Academic Year: Onboarding and Assessment Phase
    What to expect this spring:

    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.  

    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. 

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


Our commitments

•   This is not just another ‘new thing’
•   It is based on research and best practices
•   It is a personalized approach and process
•   Stakeholder inclusion is a must
•   We are prioritizing transparency and communication
•   We are implementing systemic and sustainable changes