Abstract
In this paper, the authors describe the case of designing a course in the Indigenous Industry Relations professional certificate, one component in a suite of learning activities that form part of the University of Alberta’s response to the calls of the Truth and Reconciliation Commission (TRC) released, in Canada, in 2015. We present this case as a representation of design and teaching as a political act (Turner, 2010).
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Notes
- 1.
This paper is the collaboration of a non-Indigenous Dean of a University Faculty, a non-Indigenous Instructional Designer who attended the course as a student, and the course co-author, an Indigenous scholar and lawyer. The Instructional Designer was not part of the funding of the project but entered the project later as Instructional Designer and participant observer.
- 2.
While setting the context of the educational environment, the TRC was completed and its report submitted to the Canadian government by the time this course was designed so the TRC members and staff did not have direct input into the course creation.
- 3.
The Faculty of Extension offers courses in many formats from 2 days to 10 weeks via multiple delivery modalities including blended and online offerings. The courses in this series are designed for working adults and have used the 2–3-day model depending on the content.
- 4.
The course was designed by the two Indigenous instructors, in advance of the non-Indigenous Instructional Designer’s involvement, although one of the Indigenous instructor/designers and the non-Indigenous instructional designer did discuss the course in advance of its first delivery. During the first iteration of the course the ID was participant/observer.
- 5.
Cree Dictionary: Wisahkecahk; Cree culture hero, legendary figure http://www.creedictionary.com/search/index.php?q=w%C3%AEsahk%C3%AAc%C3%A2hk&scope=1&cw r=37023 and A Wisahkecahk Story Video - Joseph Naytowhow. (2015). Retrieved from: http://josephnaytowhow.com/storyteller/a-wisahkecahk-story-video/
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Appendix
Appendix
Daily Schedule for EXARE 4655 (2017)
Day/time | Topic |
|---|---|
Sunday | |
6:00 pm | Welcome Blessing |
6:30 pm–7:30 pm | Grounding “Who are you” Circle |
7:30 pm–7:45 pm | Break |
7:45 pm–9:00 pm | Sharing your Storiesa |
Monday | |
8:30 am | Song/Prayer/Smudge |
9:00–9:30 am | Debrief of previous evening |
9:30–10:00 am | Overview of Anti-Colonial Framework |
10:00 am–10:15 pm | Break |
10:15 pm–11:00 am | Nehiyaw wisdom, knowledge, and understanding |
11:00–noon | Human Development (Parenting, Intervention, and Prevention) |
Noon | Lunch |
1:00 pm–2:15 pm | Nehiyaw (Cree) Women’s Pipe Teaching(s) |
2:15 pm–2:30 pm | Break |
2:30 pm–3:30 pm | How We Come to Learn/Know |
3:30 pm–3:45 pm | Break |
3:45 pm–4:45 pm | Debrief/Questions |
4:45 pm–5:00 pm | Preparation for Next Day |
Tuesday | |
8:30 am | Song/Prayer/Smudge |
9:00 am–9:45 am | Opening Circle |
9:45 am–10:30 am | Land-based Teachings |
10:30 am–10:45 pm | Break |
10:45 am–noon | The Child Welfare Problem/Issue(s) |
Noon | Lunch |
1:00 pm–3:30 pm | GROUP EXERCISE: Working Through a Real Life Problem/Issue |
3:30 pm–3:45 pm | Break |
3:45 pm–4:45 pm | Final Circle |
4:45 pm–5:00 pm | Closing |
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Janes, D.P., Makokis, J., Campbell, K. (2020). Reconciliation as Design: A Design Case. In: Bishop, M.J., Boling, E., Elen, J., Svihla, V. (eds) Handbook of Research in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-030-36119-8_41
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