Territory acknowledgement: The University of Windsor sits on the traditional territory of the Three Fires Confederacy of First Nations, comprised of the Ojibway, the Odawa, and the Potawatomie.
Intended to help provide resources of interest to faculty.
Inspiration: "Aboriginal and non-Aboriginal peoples ... transform Canadian society so that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share."
“By listening to your story, my story can change. By listening to your story, I can change.”
Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future : summary of the final report of the Truth and Reconciliation Commission of Canada, pp. 8 and 21.
Truth and Reconciliation Commission of Canada and Reports, see National Centre for Truth and Reconciliation
- For lists of Indigenous Peoples in Southwestern Ontario and Michigan, Community Links, Days Set Aside by Custom or Law, and University-based Communities in Ontario and Michigan see the Indigenous Studies Resources
- On Conducting Research
- For Indigenous Voices, Government Information, News Media, Library Databases, and topic-specific resources, etc. please see Indigenous Studies Resources
- Connecting (See also Indigenous Voices)
- Curriculum-related Documents
- Selected University Reports on Indigenization
Contact the Aboriginal Education Centre (University of Windsor) before embarking on any research.
Aboriginal Research. Social Sciences and Humanities Research Council, 2016.
Bak, G., Bradford, T., Loyer, J., & Walker, E. (2017). Four Views on Archival Decolonization Inspired by the TRC's Calls to Action. Fonds D'Archives, (1).
First Nations Ethics Guide on Research Research and Aboriginal Traditional Knowledge. (For discussion purposes only). Assembly of First Nations. n.d.
Guidelines for the Merit Review of Aboriginal Research. Social Sciences and Humanities Research Council, 2016.
Hotte, N. (2016). Respectful research with Indigenous communities: A non-Indigenous researcher’s experience. branchlines 27(3), 8-9.
Reconciling research: Perspectives on research involving Indigenous Peoples-Part 1 [special issue]. International Indigenous Policy Journal v. 8 no. 2, 2017.
Reconciling research: Perspectives on research involving Indigenous Peoples-Part 2 [special issue]. International Indigenous Policy Journal v. 8 no. 4, 2018.
Research Involving the First Nations, Inuit and Métis Peoples of Canada. In Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, 2014.
Indigenous Speaker Series University Youtube (Google Video search)
LSE Students Ask: Why is my curriculum white? (YouTube Video 20:35)
Absolon, K. E. (2008). Kaandosswin, this is how we come to know! indigenous graduate research in the academy: Worldviews and methodologies. ProQuest Dissertations & Theses Global.
Alberta Education (n.d.). First Nations, Métis, and Inuit Education: Supporting Student Success.
Alaska Native Knowledge Network. (1998). Alaska Standards for Culturally Responsive Teachers.
Bell, Nicole. (2014). Teaching by the Medicine Wheel: An Anishinaabe Framework for Indigenous Education. Education Canada
Canadian Association of University Teachers. Indigenizing the Academy.
Canadian Council on Learning (2007). Redefining How Success is Measured in Aboriginal Learning: Holistic Lifelong Models: First Nations, Metis, and Inuit Learning Frameworks.
Canadian Council on Learning. (2009). State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success (Chapter 1: A Holistic Approach to Measuring Learning).
Cutrara, S. (2018). The Settler Grammar of Canadian History Curriculum: Why Historical Thinking Is Unable to Respond to the TRC’s Calls to Action. Canadian Journal of Education / Revue canadienne de l’éducation 41(1), 250-275.
Guinan, D. (2016). The Social Environment and Indigenous Student Success in a Canadian Post-secondary Institution (Doctoral dissertation, Royal Roads University (Canada)).
Indigenous Education Protocol. Colleges and Institutes Canada
Iseke-Barnes, J.M. (2008). Pedagogies for decolonizing. Canadian Journal of Native Education, 31(1), 123-148.
Kirkness, Verna, & Barnhardt, R. (2001). First Nations and Higher Education: The Four R's -Respect, Relevance, Reciprocity, Responsibility. In Hayoe, R. and J. Pan, Knowledge Across Cultures: A Contribution to Dialogue Among Civilizations. Hong Kong, Comparative Education Research Centre, The University of Hong Kong.
Lee, D. (2008). Indigenous knowledges and the university library. Canadian Journal of Native Education, 31(1), 149.
McGregor, H. (2012). Decolonizing pedagogies teacher reference booklet. Vancouver, BC: Vancouver School Board.
Munroe, E. A., Lunney-Borden, L., Murray-Orr, A., Toney, D., & Meader, J. (2013). Decolonizing Aboriginal education in the 21st century. McGill Journal of Education/Revue des sciences de l'éducation de McGill, 48(2).
Nardozi, A., Restoule, J. P., Broad, K., Steele, N., & James, U. (2014). Deepening Knowledge to Inspire Action: Including Aboriginal Perspectives in Teaching Practice. In education, 19(3).
Ottmann, J. (2013). Indigenizing the Academy: Confronting “Contentious Ground.” The Morning Watch: Educational and Social Analysis, 40 (3-4), 8-24.
Smith, Michael V. (2011). "Native Education in Ontario: Problems, Solutions, and Implementation." Undergraduate Journal of Native Studies• Dbaajmowin (2011): 103.
ReconciliAction Resources (Danielle Bitz, University of Saskatchewan. University Library)
Recognition of Increased Workload of Academic Staff Members in Equity-Seeking Groups in a Minority Context. Canadian Association of University Teachers
Restoule, J. (2011). Looking for a Way in: Aboriginal Youth Talk about Access to University in Ontario. The Canadian Journal of Native Studies, 31(2), 47-62,189.
Richard, A. L. (2011). Setting good footprints: Reconstructing wholistic success of indigenous students in higher education (Doctoral dissertation, University of Manitoba).
Scheithauer (Niemiec), K. (2015). Rediscovering Indigenous Knowledge in Contemporary Canada. Transcanadiana, (7), 196-214.
Syllabi are freely available online using any search engine
Toulouse, P. R. (2008). Integrating Aboriginal Teachings and Values into the Classroom. Research Monograph 11. Ontario: The Literacy Numeracy Secretariat. (4 pages).
Truth and Reconciliation Response Projects (University of Waterloo)
Waboose, Valarie and Gemma Smyth. (2016) Reflections on the Anishinabe Law Camp (Bkejwanong Territory). reconciliationsyllabus: a TRC-inspired gathering of materials for teaching law. October 25, 2016.
University of Windsor:
- Report of the Senate Working Group on Benchmarking the University of Windsor in Relation to Universities Canada 13 Principles on Indigenous Education pp. 59-106 (University of Windsor: Senate requested report)
- Aboriginal Education Council Response to the Report of the Senate Working Group... (response to Senate report above, pp. 3-7)
- University of Windsor Indigenous Initiatives
University of Toronto:
- Final Report of the Steering Committee for the University of Toronto WecheehetowinAnswering the Call: Response to the Truth and Reconciliation Commission of Canada
This page was developed with the assistance of members of the University of Windsor community. Please send suggestions or feedback to jsoutter @ uwindsor.ca.