Disrupting the academy: how we move from mere Indigenous inclusion to decolonization indigenization.

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Ens, Ashley
University of Lethbridge. Dhillon School of Business
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This research takes place in a period of reconciliation which is a conversation in Canada that has increased with the release of the Truth and Reconciliation Commission (TRC) Final Report and its 94 Calls to Action. This has encouraged educational institutions to endeavor in Indigenization efforts. This study uses an Indigenous paradigm as articulated in the work of Shawn Wilson (2008) and Margaret Kovach (2009) to expand on current theory and frameworks targeting Indigenization within the academy along with exploring student perspectives on Indigenization with the intent to expand and provide greater context for the process of Indigenization in post-secondary institutions. Indigenous Knowledge should be welcomed, supported, celebrated and valued within the academy and this research is an example of moving the academy in that direction.
Indigenization , reconciliation , decolonization , inclusion , Decolonization -- Canada , Inclusive education -- Canada , Inclusive education -- cross cultural perspectives , Indigenous peoples -- Education (Higher) -- Canada , Reconciliation