Mount Royal University Aboriginal Strategic Plan 2015-2020
Vision An exceptional undergraduate educational experience Mission Mount Royal University is committed to the academic and personal success of students by meeting the educational needs of all Indigenous peoples and their allies. Guiding Principles We honor and uphold the commitment to Indigenous education. We recognize, value, and apply Indigenous knowledge, culturally responsive pedagogies and practices. We value partnership with all Indigenous communities and will align our ethical practices and protocols. We will be committed to efforts and initiatives that build to reconciliation. Goals 1. Indigenizing Mount Royal University 2. Culturally Respectful Indigenous Research 3. Bridge-building with Indigenous education stakeholders 4. Support for Indigenous Learners 5. Respectful and inclusive curricula and pedagogies Cultivate respectful and welcoming environments that prevail over the legacy of colonization Foster respect for Indigenous ways-of-knowing and knowledge-production to increase capacity for Indigenous scholarship Build strong bridges by forging mutually supportive and productive partnerships with all stakeholders in Indigenous Education Foster exceptional Indigenous-student academic, personal and cultural learning experiences Promote culturally responsible and respectful curricula that integrates Indigenous pedagogies and ways-of-knowing June 2015 1
Preface Terminology and Principles The Steering Committee has adopted current terminology and applies it in the ways similar to The Accord on Indigenous Education (2010). Section 1 explains the use of terms: The Canadian Constitution Act, 1982, section 35, defines Aboriginal people as Indian, Métis, or Inuit. Indian people are either status (registered with an Indian band or community) or non-status (not registered but are members of an Indian band or community). Aboriginal treaty rights are recognized in the Constitution Act. Scholars have argued that Aboriginal knowledge and heritage are Aboriginal rights protected under the Constitution and that Aboriginal people should be able to preserve their cultures, languages, customs, and knowledges because they are part of an Aboriginal right. This Accord uses the term Indigenous to include the distinct Canadian terms Aboriginal, First Nations, Indian, Métis, and Inuit as well as the more global context of First Peoples epistemologies, ways of knowing, knowledge systems, and lived experience. Indigenous is both an international and local term, reflecting the reality that issues such as the impact of colonization have both global and local implications. Indigenous is the preferred term for the Accord on Indigenous Education; however, the terms Aboriginal, First Nations, Indian, Métis, Inuit, and Indigenous are used deliberately throughout this document to reflect the diverse, complex, and evolving nature of Indigenous identities in Canada. The use of the term Indigenous focuses attention on Aboriginal education in Canada, while at the same time engaging in a movement to address global educational issues. Throughout the process, various terms are used depending on the context and specificity. These terms may carry colonial underpinnings and reflect a legacy of power dynamics. The intent of the use of these terms in the Aboriginal Strategic Plan is to communicate in respectful, current, understandable ways that address people without an attempt to control their identities. Indigenization / Indigenizing The indigenization of the academy honours Aboriginal peoples ways of knowing in the curriculum, in research, in responsive programming, and in the relationships with communities. Indigenizing Mount Royal University is an institutional response directed to reconciliation, decolonization of education, and to actively engage efforts to support post-secondary Aboriginal education. This activity reflects a commitment to the Universities Canada Principles on Indigenous Education. June 2015 2
Sources: Accord on Indigenous Education. Association of Canadian Deans of Education. 2010. http://www.cssescee.ca/docs/acde/acde_accord_indigenousresearch_en.pdf University Canada principles on Indigenous education. 2015. http://www.univcan.ca/media-room/newsand-commentary/universities-canada-principles-indigenous-education/ June 2015 3
Monitoring the Success of the Plan The Aboriginal Strategic Plan is a five year plan that will be monitored and evaluated. The objectives and benchmarks will be developed during 2015-2016. There is some data that is needed that is not currently available such as employment statistics and data sets that have not been analyzed and disseminated such graduation rates, persistence rates, and sense of belonging. Goal 1 Indigenizing Mount Royal University Cultivate respectful and welcoming environments that prevail over the legacy of colonization Strategies A. Create a First Nations, Métis, and Inuit Protocol Resource that outlines best practices and procedures on engaging elders, hosting events, and incorporating cultural practices and knowledge. B. Develop a process to recruit, retain, and promote Aboriginal employees to increase the numbers to a level that is representative of the provincial population. C. Create a learning plan for employees to promote awareness and education of Aboriginal people and cultures. D. Develop a plan to incorporate physical representations on campus that reflect the commitment and relationship to the Aboriginal communities. E. Create programs and services for all students to promote awareness and education of Aboriginal people and culture. F. Develop an ongoing process to clearly articulate and communicate the underpinnings and philosophy of the Aboriginal Strategic Plan. G. Garner the monetary resources to implement the action plans of the Aboriginal Strategic Plan. H. Create a communication plan for the Aboriginal Strategic Plan. I. Review the Call to Action by the Truth and Reconciliation Commission to incorporate actions in the Aboriginal Strategic Plan. June 2015 4
Goal 2 Culturally Respectful Indigenous Research Foster respect for Indigenous ways-of-knowing and knowledgeproduction to increase capacity for Indigenous scholarship Strategies Research Protocols and Partnerships A. Develop an Indigenous research policy that articulates the rationale for a separate Aboriginal research policy, what constitutes Indigenous research, guiding principles/philosophies, and Indigenous research ethics. B. Build a database and network of community-based researchers working in Indigenous fields of study. C. Establish research agreements or memorandum of agreements with Treaty 7 First Nation and Métis communities. D. Revise Human Research Ethics Board (HREB) ethics reviews to incorporate Indigenous research projects. Supporting Research Capacity at MRU E. Seek funding for Indigenous/Environment/Community based research. F. Build intellectual capacity at MRU for Indigenous research methodologies. Building a Culture of Respectful Research G. Build a culture of respectful research. H. Provide opportunities for knowledge sharing community-based research in collaboration with elders/knowledge holders. I. Revise current tenure and promotion criteria to reflect the unique nature of Aboriginal research. J. Integrate Indigenous research into courses. June 2015 5
Goal 3 Bridge-building with Indigenous education stakeholders Building strong bridges by forging mutually supportive and productive partnerships with all stakeholders in Indigenous Education Strategies Recruitment and Retention A. Develop separate Indigenous student recruitment and Indigenous student retention action plans considering various levels, interest and support in education and career advancement. B. Establish cultural competency amongst MRU recruitment staff. C. Produce culturally-appropriate, relevant and meaningful recruitment and retention resources. Community - University Partnerships D. Identify and engage regional, national and international First Nations, Métis and Inuit communities and community organizations. E. Identify and engage the local Indigenous communities. F. Mobilize MRU s existing University-(Indigenous) community partnerships. G. Prioritize and promote short-term educational offerings of interest to Indigenous learners. External Partnerships H. Engage industry stakeholders to present opportunities to support MRU s proven initiatives and programs, funding capital projects and spaces. I. Promote and pursue the relationships with the provincial government. J. Establish networks and relationships with National champions of Indigenous learning. K. Engage specific stakeholders who can be allies in supporting Aboriginal students in developing key skills, abilities and competencies. L. Create opportunities for speaking, co-curricular learning and extended learning for Indigenous students. M. Develop appropriate child care services for MRU s Indigenous community of staff, faculty and students. June 2015 6
Goal 4 Supporting Indigenous Learners Foster an exceptional Indigenous student, academic, personal and cultural learning experiences Strategies A. Form and Maintain strong and lasting community relationships Have consistent outreach contact across different communities Have consistent invitations to participate in our community work and events Build relationships at many points across the institution B. Demonstrate leadership in encouraging youth and their communities to choose postsecondary education Host events and activities that are welcoming and engaging across a broad age range Frequent outreach to the community Build relationships with youth C. Be an intentionally inclusive post-secondary environment by honouring and nurturing Aboriginal roots and connections Foster a broad variety of cross-cultural connection building initiatives throughout campus Have a high-level of cross-cultural awareness and skill across all departments (not just in Iniskim Centre) D. Ensure spiritual, emotional, physical and intellectual student success Have welcoming and easily navigable systems design Have intentionally accessible processes Clearly communicate resources available to incoming students Mitigate oppressive processes and practices E. Enhance student resilience and growth by developing and maintaining complete, respectful wellness and cultural balancing services Have a high level of cross-cultural awareness and skills across all departments Have culturally appropriate physical, emotional and spiritual resources Communicate clearly to students regarding available resources and protocols June 2015 7
Goal 5 Respectful and inclusive curricula and pedagogies Promoting culturally responsible and respectful curricula that integrates Indigenous pedagogies and ways of knowing Strategies All MRU Students (aboriginal and non-aboriginal) A. Establish completion of aboriginally-themed coursework or credits as a graduation requirement. B. Develop a multi-section ground beneath our feet course with in-class and out-of-class learning and digital enhancements as a primary vehicle for satisfying the graduation requirement. C. Develop a carefully-vetted inventory of aboriginally-themed courses which could also satisfy a graduation requirement. D. Develop core aboriginal content modules (online) for use by academic programs and departments across the university. E. Develop aboriginal minors, concentrations and specializations as a complement to particular majors. F. Increase the number and diversity of aboriginally-themed field schools, including field schools for faculty as a form of professional development. G. Develop indigenous studies major. H. Develop indigenous languages curriculum in collaboration with aboriginal communities and other post-secondary institutions. I. Increase the integration of aboriginal content, resources and pedagogies across MRU, including field experiences, service learning, practica, clinicals and work experiences. J. Offer professional development for faculty related to indigenization of curricula and pedagogy. Build capacity in the Academic Development Centre for supporting faculty. Offer modified indigenous field schools for faculty members and Deans. K. Host annual symposium on indigenizing curriculum and pedagogy in higher education. L. Create student/faculty exchange opportunities. Aboriginal Students M. Shift university mindset from one of remediation to one of achieving excellence. N. Create business intelligence about Aboriginal students at MRU (e.g., number, distribution, academic standing, achievement, persistence, graduation rates). O. Develop a dedicated orientation program for aboriginal students new to MRU. June 2015 8
P. Develop an aboriginal 1 st year experience program, including academic learning communities. Q. Create means of sustaining learner community throughout aboriginal students MRU experience. R. Develop a Graduate Pathways program to prepare aboriginal students for post-mru life, work and study. S. Enhance the indigenous presence at convocation ceremonies. T. Develop a Graduate Pathways program to prepare Aboriginal students for post-mru life, work and on-going education. Aboriginal Students seeking Admission to a Post-Secondary Program U. Restructure the Aboriginal Education Program to focus on academic upgrading. V. Develop an Aboriginal Transition Year Program (university-level coursework) to provide pathways into MRU degrees. W. Launch dual credit initiatives with aboriginal high school students to provide learners with advance credit and build confidence for post-secondary study. June 2015 9
ENABLERS (need to have to succeed) Honouring treaty rights/relationships with Indigenous people in regards to postsecondary education Support from senior leadership Measurement tools, methods and appropriate, relevant benchmarks MRU articulated philosophy on Aboriginal education MRU articulated inclusive language with clear meanings and definitions Communities of practice for researchers to share experiences and co-develop capacity in Indigenous research Shared online platforms by the Research and Scholarship Advisory Committee to facilitate Indigenous research Relationships between faculty and staff with Indigenous communities Funding models to support Indigenous research projects Advancement infrastructure and strategy to support Indigenous research for funding/donations Information sharing and audit of MRU s current partnership agreements Evidence of success of our existing programs to engage sponsors Communication of MRU s commitment to Indigenous Peoples is included in all discussions with external partners and funders The role of Associate Vice President, Research and Community includes Indigenous work Broad support of the Aboriginal Strategic Plan across the institution Involvement of elders Members of the Aboriginal community coteach, guest lecture, and are involved in experiential learning demonstrative creativity and flexibility in MRU s systems and structures Awareness and response to the needs of Aboriginal students Capacity in the Academic Development BARRIERS (need to overcome to succeed) Dearth of post-secondary funding by federal government Internal policies regulating band funding and Métis Nation funding for student housing Transportation Lack of family services/day care Lack of sense of urgency and personal stake/relevance Lack of funding for part-time and upgrading programs and classes Systems designed with no awareness of cultural, societal and legal barriers in place for Aboriginal learners Lack of flexibility in MRU systems to bridge culturally specific needs Existing racism, prejudice, stereotypes of Aboriginal people Lack of protocol and processes for forming relationships and working with Indigenous peoples and communities Strong/active individual opposition by MRU community members Lack of funding for recruiting and hiring Indigenous scholars, supporting Indigenous research and providing training for MRU faculty, students and staff Limited cultural awareness on campus Few or no formal partnerships with local Indigenous communities Little priority placed on Indigenous research within the Office of Research Services and other centres of research Urban vs. rural considerations for engagement and outreach Lack of trades training Staff turnover resulting in relationship discontinuities Lack of Indigenous communities resources, time, interest and capacity to engage with MRU Lack of qualified instructors June 2015 10
Centre for Indigenizing curriculum and pedagogy Spaces suitable for studying, advising, mentoring and socializing, gathering and ceremony Technology access and support for Aboriginal students Respect for Aboriginal traditions and protocols A mechanism/body for reviewing and approving A-stamped courses June 2015 11