Finding balance within Indigenous Studies programs: a letter

Megan Dicker, written 2022 + shared January 19, 2023

First off, there are three main Indigenous identities in Canada, and they are not synonymous with one another. We are all Indigenous but we have different cultures, languages, backgrounds, etc.

The images above are not generalizations; the first picture is my own and the other two are shared with permission. I wanted an image to outline each Indigenous group, and the photos are examples of what our cultures entail from our own perspectives.

Written for one of my past professors, but is still applicable for post-secondary institutions:

The hope for this letter is to bring the thoughts, feelings, concerns, and highlights of my last year in the Indigenous Studies program. I want to start off by saying that the Indigenous Studies program is integral to all students and not just those who are enrolled in the program — it goes without saying that there is a lack of critical and beautiful information and knowledge about both past and present Indigenous realities. This knowledge is especially important in college and university spaces as students are carving out their lives and trying to find their place. Even for students like myself who are unsure of the destination, it is critical to know not only what Indigenous territory we use and occupy at the very least, but what we can give in return to the rightful Indigenous people of whatever territory we are in. We all benefit from this dispossession in sour ways — our homes, schools, parks, hospitals all reside on Indigenous territory no matter where in the country you are, ceded territory or not.

This thought brings me back to the importance of this course for post-secondary students: if we are to improve the lives of Indigenous people by taking action, this is a key step in that process. The students attending post-secondary programs graduate and delve into their careers, often in Indigenous communities. It is integral that workers coming into any Indigenous community understand, sympathize (not pity), and give back to the community they reside in. This knowledge would greatly impact the lives of the people in the community (who are already doing all that they can in the settler-state) as it would take the burden of educating (often white) people who are teaching their children their own histories. This education would save people in the community from telling the same story over and over, to save people from being obligated to teach when they are not obligated to do so. It is not our responsibility to teach and discuss our histories. It is true that a lot of people, including myself, choose to teach histories and to connect with others but it is important to know that the freedom of choice is key. It can be re-traumatizing to discuss both collective and individual pasts, especially due to the fact that we are natural storytellers. It only makes sense to connect story to life. Story IS life, and it is important for people to have the freedom to choose not to share their stories for any and all reasons. That’s your responsibility.

The entire process of teaching the teacher is tiring — due to workers who often fly-in and fly-out of our communities, high turnover rates, and sometimes plain ignorance takes a toll on a community. Even in my own community I have had Kallunaat (white people) ask me questions they should have learned in elementary or junior high school (k-12 curricula is an entirely different story for another day). These workers who were students once upon a time, should have had to take an Indigenous Studies program or course to be eligible to work in Indigenous communities. It should be mandatory for students to learn, understand, sympathize, and give back to the community with a foundation of their post-secondary knowledge. Full stop.

(In this context, I am speaking of post-secondary institutions, but people should educate themselves about Indigenous communities and cultures anyway.)

During the Indigenous Studies program I had many thoughts, ideas, and feelings on bust. My critique is not an attack on you (the professor); I know you have the best interests of your students at heart. Please listen and try to understand my perspective. I mean no harm and I respect the program for what it is. I also respect this time of change and the power of speaking up. I am writing this to hopefully help at least one other student who chooses to take this program. I recognize that there are many different experiences and backgrounds that factor into this and I also imagine a different approach that could help all students get the most out of the Indigenous Studies program. For instance, I am going to break down the way I see the cohort of students, and how the program could cater to all students in some way. Surely this would take a lot of work and I recognize that, but I please ask for you to give this some thought:

• The students in the program come from different cultures, backgrounds, and even countries with a collective goal of better understanding Indigenous histories, contemporary life, and ways to help or place themselves in Indigenous spaces. With this in mind, it is important to acknowledge the fact that students have different levels of knowledge — painting everyone with the same brush is problematic in this regard, and here’s why:
• Students with extensive knowledge of Indigenous realities spend most of the year either re-learning or simply listening to information they already know. This quickly becomes repetitive and the students aren’t necessarily challenged or moving forward. In my case I also felt desensitized in some aspects for having discussed and listened to the same stories and issues that I know and/or live. I think students in this area should be taught differently than the other students, by applying knowledge instead of listening to what they already know. This could be done based on the present and future opportunities that can be done to implement all that they know. (Ex: relations in governance, public relations, leadership, mentoring, entrepreneurship, etc.)
• Students who have some or little to no knowledge about Indigenous realities could learn in detail the histories and all that is currently in the curriculum. This would bring everyone to a similar understanding at the end of the year, offering the students to enter the (hopefully!) second year of the program in unison.
• Students who listen to the same things or students who teach the teacher did not pay the College for this — they paid to be educated and helped to advance their abilities. I say this with respect.

With thought and consideration of the text above, I brainstormed and thought of potential solutions or changes that can be made to make the program more accessible, less traumatic for some, and more hopeful for all students.

• Consider the different course material for students with different knowledge (they can identify what level of understanding they have) with the choice to switch if applicable. This would cater to all students better, and students would get the most out of the program. Students that are very knowledgeable in any subject area could possibly assist the prof for extra credit, tutor others/have one-on-one conversations, etc. It would be great to invite knowledge keepers and others with lived experiences to teach and share concepts, events, etc. that they can speak to truthfully.

Find balance within the course material. I have to admit much of the program left me feeling tired, stressed, and sad. I think a balance in course topics would greatly benefit the program. The ratio of difficult and traumatizing realities versus effective and hopeful realities was hard for me.

• Oftentimes I would be discouraged to join my first class of the day to discuss something that still affects me in detail based on my experiences and undoubtedly those of my peers too. It was hard to switch topics often, to keep up while trying to stay okay while writing about things that me and my family deal with each and every day, and to do well during the entire process. In the future, I think it would be easier on the head and the heart to have more balance within the course material. I am not saying dismiss important parts of Indigenous histories, but to be considerate of the students who are still on a healing journey after surviving those histories either directly or indirectly. There are many topics that could be explored to create balance (lectures, projects, networks and meetings, etc.) that suggest self-determination, leadership, and hope.

For example:

• Highlighting Indigenous people we consider as role models (well-known role models and personal role models);
• Indigenous entrepreneurship (designers, artists, business owners, filmmakers, the list goes on…);
• Current programs and policies that are in action to support community;
• Language stories by people who have either learned or relearned their language, those who teach and inspire, etc.;
• Indigenous medicines;
• Experts and knowledge holders (based on our own judgements);
• Indigenous experts in academia;
• Indigenous experts in fashion, the music industry, etc.;
• Indigenous experts on the land and within community, etc.;
• Public relations and tools to apply knowledge;
• Hopes and dreams with tangible, realistic ways to achieve them;
• This includes the administrative side as well: grant and proposal writing, letters of support, public speaking, etc.;
• Connecting Indigenous organizations that complement each other to enhance networks and to make hopes and dreams a reality;
• Coping skills as well as ASIST training, suicide prevention, etc. (Even bringing these to light);
• Activism and ways to safely protest;
• The return of hunting practices, tunniit, understandings of flora and fauna, social interactions, etc. (Cultural revitalization);
• Next steps — focusing on the future more than the past while respecting the experiences of current and previous generations;
• Ways to implement UNDRIP, Calls to Action, etc.;
• The truth about the RCMP and the HBC in the North especially;
• ** ask your students what they would like to learn about! There are no limits.

All of this to say, I hope the college and other post-secondary programs think critically about what they are offering in Indigenous Studies programs, and what messages they are trying to send.

What are YOU trying to achieve? What do you hope students will take away from this? How can we initiate change? All of these questions could help the student body and the institutions themselves.

For my past professor:

You are knowledgeable, kind, and respectful which I appreciate. I think it is why I am not afraid or worried to share my thoughts about this, because I know you keep your students at heart too. You can take what you will and leave the rest, just give it some thought.

It’s fairly easy to reach me, unless I am traveling or on the land. I would love to chat about this.

Nakummek, thank you for hearing me out and taking the time to read this.

Megan

megandicker@outlook.com