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Abstract

The notion of “Indigenization” within the academy has been taken up by Indigenous scholars and activists for more than two decades, and more recently, it has become a priority in the tertiary sector in Canada with federal and provincial endorsement. Still, Indigenization remains a relatively ambiguous concept within higher education. This doctoral dissertation offers a portrait of Indigenization, providing insight into this process within the academy in Canada. It explores the history of this land we now call Canada and the forces that have gotten us to where we are now, having to re-Indigenize, decolonize, and work towards reconciliation. It considers the contemporary landscape of Indigenization, how it is characterized, envisioned, and practiced in higher education. Using an Indigenous métissage methodology and theories of ethical space and ethical relationality, this study looked at two unidentified public post-secondary institutions as positioned on Indigenous territories in British Columbia, Canada, to catch a glimpse of Indigenization in situ within a snapshot in time. Multiple methods were employed to gather knowledge at each case site including physical and virtual space observations, policy reviews, semi-structured interviews with senior administrators, and a questionnaire offered to other institutional personnel. Findings revealed the practical, everyday challenges of Indigenization within institutions such as organizational silos, gaps in communication and perspectives, and a lack of Indigenous peoples to guide, support, and direct Indigenization initiatives. Results also showed deeper and more ideological barriers to consequential Indigenization such as an unhealthy institutional culture, the absence of a cohesive, holistic, and living vision for Indigenization as well as a sincere and robust accountability structure to measure goal progress and success. These outcomes indicate that transformational change is required. At the crux, institutions need to focus on the decolonization of attitudes and perceptions, policies and practices and, simultaneously, the adoption or equal inclusion of an Indigenous governance approach. An ethical space of engagement (Ermine, 2007) is suggested to promote transformational change and bring together disparate perspectives within distinct and complex institutions of higher education to realize meaningful Indigenization. Honouring the spirit, intent, and principles of a treaty partnership is recommended to achieve consequential Indigenization.