UDL & Decolonization and Indigenization

Decolonialization and Indigenization

George Brown College (n.d.). “A Welcome Message.” CC BY-SA-NC-ND 4.0

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Universal Design for Learning is well positioned to support decolonization and Indigenization practices as, once again, the goal is to design learning environments that are welcoming and supportive of all learners. One of the goals of decolonization is arguably to actively and intentionally work towards dismantling barriers that have prevented substantive and effective education for learners under the yoke of colonization and oppression. In Canada, decolonization is most often discussed in the context of Indigenous, Métis, and Inuit peoples because they are the original stewards of the land and have endured centuries of colonial policies that disrupted their governance systems, cultural practices, languages, and relationships to land and community. However, decolonization truly extends beyond one group of people and impacts all those who have suffered under oppressive colonial practices and rule. With Universal Design for Learning (UDL), this includes designing positive learning environments where a plurality of experiences and backgrounds is more than just recognized—it is actively welcomed, valued, and embedded into the fabric of educational practice.

On the other hand, Indigenization in Canada is most specific to Indigenous, Metis, and Inuit peoples who have historically been oppressed, subjugated, and marginalized. A part of decolonization and Indigenization requires us as individuals to reflect on our role and part in continuing practices that further malign Indigenous peoples and UDL is one such opportunity to help break this vicious cycle.

Simple, yet genuine and impactful, ways instructors can engage in decolonization and Indigenization practices is through the way in which they design their syllabus, course, instruction, and assessments from a UDL perspective. Collaborate with Indigenous communities to create education materials that reflect their perspectives and knowledge, respecting intellectual property rights and cultural contexts. Diversify resources to include works by Indigenous scholars, artists, and activists, ensuring a broad range of voices and experiences are represented.

Below are some of the ways that decolonization and Indigenization can be embraced and promoted through the three core principles of UDL. Clicking each will expand to reveal content, along with an option to listen to an audio version of the text:

Decolonization and Indigenization require active participation and investment from everyone. In the context of UDL, this means creating a learning environment where students’ backgrounds, perspectives, and experiences are recognized and valued.

The process of decolonization and Indigenization in education involves challenging the colonial structures and Eurocentric ideologies that have historically marginalized Indigenous knowledge systems (Battiste, 2013; Antoine, Mason, Mason, Palahicky, & Rodriguez de France, 2018; Debassige, Wakeham, Smithers-Graeme, Haque, & Chitty, 2022). This process is further supported using Kirkness & Barnhardt’s (1991) 4 R’s Model, specifically the concept of Respect in acknowledging and valuing the cultural identity and integrity of the student (p. 4). This fosters a sense of belonging and engagement, which is crucial for becoming expert learners.

Examples of Engagement:

An instructor could implement decolonization and Indigenization practices by incorporating Indigenous storytelling traditions into the classroom. This can engage students by connecting learning to their cultural roots; which not only validates their identities, but also enriches the learning experience for all students (Kearney, 2022)
Though it would be beneficial to also discuss how to ensure that those stories are presented in a way that aligns with the community’s values and traditions, avoiding appropriation and/or mischaracterization
Integrating land-based learning. As Simpson (2014) argues, “We cannot carry out the kind of decolonization our ancestors set in motion if we don’t create a generation of land based, community based intellectuals and cultural producers who are accountable to our nations and whose life work is concerned with the regeneration of these systems” (p. 13)
This could involve visits to traditional harvesting sites, with students learning from Elders about plant species used in the Nation’s medicine and culture. Students could then create multimedia presentations that not only demonstrate their learning but also help disseminate this knowledge respectfully, but also in line with the community’s sharing protocols.
To deepen engagement through Indigenous storytelling or land-based learning, an instructor might introduce a semester project that involves direct collaboration with an Indigenous community, establishing partnerships and co-creation of learning in an authentic way

UDL emphasizes the importance of presenting information in multiple formats to cater to diverse learning styles. Similarly, decolonization and Indigenization advocate for the inclusion and recognition of Indigenous knowledge systems alongside Western ones (Battiste, 2013; Antoine et al., 2018; Debassige et al., 2022), allowing for a more holistic and inclusive representation of knowledge (epistemology).

By integrating Indigenous perspectives into the curriculum, we can challenge the dominance of Western epistemologies and create a more balanced representation of knowledge (Antoine et al., 2018).

Examples of Representation:

A concrete example of this could be integrating Indigenous science, such as traditional ecological knowledge, into the science curriculum. This can not only provide a more comprehensive understanding of environmental stewardship, but promotes and Indigenous knowledge systems and perspectives (Simpson, 2014)
Collaborating with Elders and knowledge keepers, students might contribute to mapping the plant species on Indigenous lands, which supports the revitalization of traditional practices while enriching their own understanding of ethnobotany (Kimmerer, 2013)
It also provides Relevance, as indicated in Kirkness & Barnhardt’s (1991) 4 R’s Model, in supporting students to “to appreciate and build upon their customary forms of consciousness and representation as they expand their understanding of the world in which they live” (p. 8)
For example, students could learn about the impact of urban development on local salmon populations, informed by local Indigenous ecological knowledge, along with the contemporary conservation efforts led by the Nation.

This principle of UDL encourages learners to demonstrate their learning in various ways. Decolonization and Indigenization can enhance this demonstration of learning by providing students with diverse cultural contexts and methodologies for expressing their understanding – including ones that are representative of Indigenous ways of knowing and learning (Antoine et al., 2018; Debassige et al., 2022).

This can involve integrating Indigenous pedagogies into the curriculum, which often emphasize experiential learning and community engagement (Simpson, 2014; Kearney, 2022). The principles of Reciprocity and Responsibility in Indigenous education focus on fostering reciprocal relationships and demonstrating responsibility of their own lives through participation (Kirkness & Barnhardt, 1991).

Through facilitating opportunities for students to demonstrate their learning in disparate ways, students are better supported to be able to express their learning in a way that is meaningful to them. In terms of assessments, instructors can explore alternative methods such as community-based project evaluations, which align with the collaborative values seen in the practices of many First Nations. Additionally, oral assessments might also be incorporated to respect the oral traditions of the First Nations (Battiste, 2013).

Examples of Action & Expression:

For instance, using land-based learning activities can allow students to express their understanding through hands-on experiences and reflections (Simpson, 2014; Kearney, 2022)
This allows for a more inclusive, respectful, and comprehensive approach to teaching and learning (Antoine et al., 2018)
To illustrate the varied methodologies for student expression, an advanced ecology course might assign a project on the effects of climate change where students are given the option to present their findings through research papers, digital storytelling, artwork, or community workshops
This approach acknowledges and respects diverse ways of knowing, such as the Kwantlen First Nation’s relationship with the Fraser River and its ecosystems, allowing students to express their learning in ways that resonate with their cultural understandings and practices

Battiste (2013) posits that “Canadian administrators and educators need to respectfully blend Indigenous epistemology and pedagogy with Euro-Canadian epistemology and pedagogy to create an innovative ethical, trans-systemic Canadian educational system” (p. 168). By aligning the principles of UDL with the processes of decolonization and Indigenization, we can foster an educational environment that values diversity, promotes inclusivity, and cultivates expert learners.

Reflection Point

Consider your own understanding and practice of decolonization and Indigenization in your personal and professional life. What current practices are you engaging in? What actions do you want to lean more into? Less into?

References

Antoine, A., Mason, R., Mason, R., Palahicky, S. & Rodriguez de France, C. (2018). Pulling together: A guide for curriculum developers. BCcampus. Retrieved from https://opentextbc.ca/indigenizationcurriculumdevelopers

Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich Publishing Ltd.

Debassige, C. B., Wakeham, P., Smithers-Graeme, C., Haque, A., & Chitty, S. M. (2022). Mapping approaches to decolonizing and indigenizing the curriculum at Canadian universities. The International Indigenous Policy Journal, 13(3), 1-27. https://doi.org/10.18584/iipj.2022.13.3.14109

George Brown College (n.d.). Welcome to the UDL certificate. Universal Design for Learning: Inspiring Equity and Inclusion in Higher Education. UDL Integration George Brown College. Retrieved from https://udlontario.georgebrown.ca/

Kearney, D.B. (2022). Universal design for learning (UDL) for inclusion, diversity, equity, and accessibility (IDEA). eCampus Ontario. Retrieved from https://opentextbooks.uregina.ca/universaldesign/

Kimmerer, R. W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge and the teachings of plants. Milkweed Editions.

Kirkness, V. J., R. Barnhardt (2001). First Nations and higher education: The four R’s – respect, relevance, reciprocity, responsibility. Journal of American Indian Education, 30(3), 1-15. University of Minnesota Press.Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3), 1-25. Retrieved from https://jps.library.utoronto.ca/index.php/des/article/view/22170

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