Nanadagikenim: Incorporating Indigenous Ways of Knowing and Pedagogy Into the Postsecondary Learning Environment

• In Event: Parenthood, Partnerships, and Promise in Indigenous Higher Education

Abstract

This study employed a quasi-experimental, mixed-methods design utilizing a two-eyed seeing approach that foregrounds Indigenous principles of respect, reciprocity, relevance, and responsibility (Kirkness & Barnhardt, 2001). The curriculum was designed to introduce Indigenous values of interpersonal connection, collaboration, and interdependence to create an Indigenous-centred community in the postsecondary classroom. In support of fostering Indigenous ways of knowing, a Knowledge Holder worked with the researchers on curriculum design and delivery. Overall, quantitative and qualitative results suggested that the Indigenous pedagogy was associated with increased students’ satisfaction and connectedness to the material and their peers, and greater self-reflection.

Authors

• Cynthia Stirbys, University of Windsor

• Lindsey Jaber, University of Windsor

• Christina Saint-Cyr, University of Windsor