This OER showcases the use of tools such as twitter, blogs, and other forms of social media, as a project for increasing cultural awareness in the classroom. These tools create spaces in the classroom for culturally responsive engagement between Native and non-Native students. Using contemporary indigenous activism as the focus of a semester-long project, I will discuss the steps taken to enable students to explore contemporary Native issues from indigenous perspectives. The ‘real-time’ environment of social media enables the students to engage with multiple indigenous perspectives in a pro-active, rather than passive, manner. The OER will also show how this exploration leads to increased student intellectual awareness and engagement with the indigenous world around them.

This compilation of Indigenous Business Case Studies, focusing on the BC Interior, explores marketing challenges and approaches of a variety of indigenous-owned businesses. The authors had the opportunity to have conversations with the business owners and feel honoured to have been trusted with information and data to put this collection together.

This first series of modules for this program will include the development of our initial 12 modules to help faculty members within the health professions and will be made free to the world. Each module will push the participants to learn through application new concepts to their immediate current healthcare and health professions education contexts.

These (non-comprehensive) resources are for instructors who wish to learn about Indigenous approaches to education. They are shared to provide background information, encourage reflection, inform instructors’ pedagogical decisions where appropriate, and potentially act as conversation-starters.

Guided by the Truth and Reconciliation Commission of Canada’s (TRC) Calls to Action on healthcare education and drawing on notions of cultural safety, decolonization, Equity, Diversity, Inclusion, and Indigeneity (EDII), the aim of this project was to create an interactive digital collection that translates the TRC’s Calls to Action into strategies that can be implemented in meaningful, accessible, practical, and culturally appropriate ways within healthcare education and practice. The educational resource is designed for healthcare learners to provide them with strategies for applying the content in their educational study and future healthcare practice.

The Indigenous Histories and Reconciliation course provides an approach for post-secondary institutions to adapt as they fulfill commitments in the Truth and Reconciliation Commission Calls to Action. The course is comprised of seven modules based on the grandfather teachings: love, respect, honesty, humility, bravery, truth, and wisdom. The modules include curricula, interactive and reflective activities, and assessments. It supports individual people in their own journeys toward reconciliation because of the deep reflective activities it has. In addition, through historical information and personal stories, it allows participants to confront the truth of Canada's past.

This course was developed to address how Indigenous People and their matters are portrayed within the media. This introductory course examines the roots of Indigenous Peoples in Canada and the development of the colonial narrative that perpetuates misinformation, racism, and stereotypes that impacts Indigenous communities. It offers a critical discussion of Indigenous People and the relationship between media, settlers, and the path towards reconciliation.

This online course centers Anishinaabe Gikendaasowin - Anishinaabe Knowledge - by using Anishinaabe songs and stories to support learners in their journey of understanding fundamental concepts in relation to language revitalization and resurgence. The course begins by inquiring into the history of Anishinaabemowin (the Ojibwe language) and forming a beginner`s comprehension of introductory language skills in Anishinaabemowin. Learners will explore their role in maintaining the Anishinaabe stories and songs shared throughout the course. Learners will also build the capacity to engage with knowledge keepers and elders to support the ongoing resurgence of Anishinaabemowin within their respective fields.

In this course, students will explore Indigenous education and current teaching practices, in order to bring real life examples of how we can incorporate Indigenous teaching and learning into the classroom – and feel comfortable doing so. Whether or not you are an Indigenous teacher, it is imperative that we do this work together, so that all learners are provided with access to Indigenous histories and worldviews. By the end of the course, learners will identify their own goals as educators and assemble a teaching portfolio that engages with Indigenous teaching and learning practices.

This 12-week course is designed for a maximum enrolment of 60 graduate-level students with social work related and public health related academic backgrounds. It is meant to be offered once per year, in the Spring semester of the academic calendar. This aligns with the seasonal teachings provided by the Indigenous Advisory Circle that are reflected throughout the seed cycle that frames the course.

This course explores assessments in post-secondary online studies using a decolonizing approach to education and student success. In this five-module course, participants will critically engage with and adapt e-learning assessment strategies for use in their classrooms. Each module contributes to a cumulative understanding of how Indigenous pedagogies are operationalized and employed to effectively assess students, encourage intellectual self-determination, and support learner flourishing.

"Into the Light: Living Histories of Oppression and Education in Ontario" is a new online course that addresses learning challenges in decolonization, anti-racism, and accessibility in educational institutions. The project also addresses histories of Ontario educational institutions producing and disseminating oppressive knowledge and traces those histories to present day inequities and works to counter them.

Knowing Home attempts to capture the creative vision of Indigenous scientific knowledge and technology that is derived from an ecology of a home place. The traditional wisdom component of Indigenous Science—the values and ways of decision-making—assists humans in their relationship with each other, the land and water, and all of creation. Indigenous perspectives have the potential to give insight and guidance to the kind of environmental ethics and deep understanding that we must gain as we attempt to solve the increasingly complex problems of the 21st century.

Short Description:
Knowing Home attempts to capture the creative vision of Indigenous scientific knowledge and technology that is derived from an ecology of a home place. The traditional wisdom component of Indigenous Science—the values and ways of decision-making—assists humans in their relationship with each other, the land and water, and all of creation. Indigenous perspectives have the potential to give insight and guidance to the kind of environmental ethics and deep understanding that we must gain as we attempt to solve the increasingly complex problems of the 21st century.NewParaBraiding Indigenous Science and Western Science is a metaphor used to establish a particular relationship. Linked by braiding, there is a certain reciprocity. Each strand remains a separate entity, but all strands come together to form the whole. When we braid Indigenous Science with Western Science we acknowledge that both ways of knowing are legitimate forms of knowledge.NewParaThe book provides a window into the vast storehouse of innovations and technologies of the Indigenous peoples who live in Northwestern North America. It is our hope that the Indigenous Science examples, research and curriculum models will inspire deep reflection regarding the under-representation of Aboriginal students in the sciences. It is intended that the rich examples and cases, combined with the resources listed in the appendices, will enable teachers and students to explore Indigenous Science examples in the classroom, and in addition, support the development of curriculum projects in home places.

Word Count: 88142

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

On January 27, 2020, one of the two owners of Moccasin Trails was interviewed in Kelowna, BC. Greg Hopf started the interview by sharing his background and upbringing, growing up as part of Yellowknife’s Dene First Nation in the Northwest Territories of Canada.

Word Count: 4222

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Among the various visual elements illustrating Indigenous cultures, the circle is at the centre, which represents being together in spirit of reconciliation. The orange colour represents truth-telling and healing. The pathway represents the road to reconciliation. First Nations, Inuit and Métis are represented in the image.

Short Description:
The provision of northern health care entails many unique challenges and circumstances that are rarely represented in mainstream health sciences education. This OpenEd Resource provides accessible content on health and health care from a northern perspective for the growing number of health professionals being educated in northern communities.

Long Description:
The provision of northern health care entails many unique challenges and circumstances that are rarely represented in mainstream health sciences education. This open access, online resource consists of 38 short chapters from a variety of experts, academics, and practitioners in northern and Indigenous health and health care from around the Circumpolar North on the following themes: Health issues in northern and Indigenous communities Health systems and governance The social determinants of health in northern and Indigenous communities Culture and health Professional practice in rural/remote/isolated communities

The learning objectives for this OpenEd textbook include: Understanding the unique healthcare needs and professional responsibilities that result from remoteness and population sparsity; Identifying the social, environmental and cultural aspects of a community that inform and impact care needs; Appreciating traditional and Indigenous medicines and approaches to healing as part of a holistic care system; and Exploring the similarities and differences in northern health care across the circumpolar region.

Word Count: 89765

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The journey to Indigenize curriculum fosters self-development. Whether you are an Indigenous or non-Indigenous person, through this journey you will gain insight into your own culture and background, privileges, or oppressions that have affected your life, and you will identify biases or gaps in your knowledge. You will question the pervasive dominance of Western epistemologies, pedagogies, and resources within curriculum, and make space for including Indigenous ways of being that can benefit all learners. You will engage in the emotional work of confronting the trauma of colonization and building stronger relationships with Indigenous people and communities, and actively participate in the hands-on work of revising your curriculum and pedagogical approaches. And finally, you will reflect upon your own agency in regards to Indigenization, and take action toward systemic change in your institution.