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It contends higher education must shift beyond a narrow lens and implement Indigenizing strategies to counter systemic control of knowledge and communication. Faculty of education advance change by hiring Indigenous scholars and embedding Indigenous knowledge in teacher education courses, documenting decolonizing classroom practices grounded in Indigenous values and orientations inspired by Linda Tuhiwai Smith.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/applying-indigenizing-principles-of-decolonizing-methodologies-in-university-classrooms/596753/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/applying-indigenizing-principles-of-decolonizing-methodologies-in-university-classrooms/596753.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the case study?","Question",{"text":112,"@type":113},"The case study focuses on ongoing work to Indigenize education programs at a Canadian university, examining how higher education can change classroom practice and learning through decolonizing methodologies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do the authors argue Indigenizing strategies are necessary in higher education?",{"text":117,"@type":113},"They argue that Western epistemologies have devalued Indigenous ways of knowing, enabling continued marginalization of Indigenous students and communities, and that universities must counter systemic monopolization of knowledge and communication.",{"name":119,"@type":110,"acceptedAnswer":120},"How do education faculties contribute according to the article?",{"text":121,"@type":113},"The article states that faculties of education lead by hiring Indigenous scholars and incorporating Indigenous ways of knowing into teacher education courses, and by documenting effective decolonizing practices in classroom experience, interaction, and learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596753,1792167712,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 47, No. 3, 2017, pages 16-33  \nApplying Indigenizing Principles of Decolonizing Methodologies in University Classrooms  \nDustin William Louie, Yvonne Poitras Pratt, Aubrey Jean Hanson, Jacqueline Ottmann University of Calgary  \nAbstract  \nThis case study examines ongoing work to Indigenize education programs at one Canadian university. The history of the academy in Canada has been dominated by Western epistemologies, which have devalued Indigenous ways of knowing and set the grounds for continued marginalization of Indigenous students, communities, cultures, and histories. We argue that institutions of higher learning need to move away from the myopic lens used to view education and implement Indigenizing strategies in order to counteract the systemic monopolization of knowledge and communication. Faculties of education are taking a leading role in Canadian universities by hiring Indigenous scholars and incorporating Indigenous ways of knowing into teacher education courses. Inspired by the 25 Indigenous principles outlined by Maōri scholar Linda Tuhiwai Smith (2012), four Indigenous faculty members from Western Canada document effective decolonizing practices for classroom experience, interaction, and learning that reflect Indigenous values and orientations within their teaching practices.  \nRésumé  \nLaprésente étude de cas examine le travail actuel de programmes d’éducation d’une université canadienne en matière d’indigénisation. En effet, au Canada, l’enseignement académique a été dominé par les épistémologies occidentales, qui ont dévalué les systèmes de connaissance autochtones et ont jeté les bases d’une marginalisation continue de l’histoire, des étudiants, des communautés et des cultures autochtones. Les institutions d’enseignement  \nCJHE / RCES Volume 47, No. 3, 2017  \nApplying Principles of Decolonizing Methodologies /  \nD. W. Louie, Y. Poitras Pratt, A. J. Hanson, & J. Ottmann  \n17  \nsupérieur doivent s’éloigner de la vision étroite trop souvent utilisée pour comprendre l’éducation. Elles ont plutôt besoin de mettre en place des stratégies d’indigénisation afin de contrer la monopolisation systémique des connaissanceset des communications. Les facultésd’éducation tiennent lerôle principal en intégrant les systèmes de connaissance autochtones dans leurs programmes et en embauchant des chercheurs autochtones. Ainsi, inspiréspar les 25 principes d’indigénisation articulés par la chercheuse maōri Linda Tuhiwai Smith (2012), quatre chercheurs autochtones de l’ouest du Canada ont documenté des pratiques de décolonisation efficaces pour l’enseignement, de même que des interactions et un apprentissage qui reflètent les valeurs et orientations autochtones dans leurs pratiques pédagogiques.  \nWith its historic roots in the Anglo-European Enlightenment, the modern university is the epitome of “Western” institutions, having played a key role in the spread of empire and the scientific study and colonization of Indigenous peoples and cultures. The increasing presence of Indigenous professors and students in universities and the transnational movement for Indigenous sovereignty and social justice have prompted many academicsand institutions to contemplate what “Indigenizing” the university could mean in practice (Anuik & Gillies, 2012; den Heyer, 2015; Pidgeon, Archibald, & Hawkey, 2014) . This movement bears similarities to broader anti-racist perspectives expressed by racially minoritized academics (Spafford, Nygaard, Gregor, & Boyd, 2006) . The history of the academy in Canada has been dominated by Western epistemologies that have devalued Indigenous ways of knowing as a matter of course. This institutional history has set the grounds for continued marginalization of Indigenous communities, cultures, and histories (Battiste, 2002, 2013; Sensoy & DiAngelo, 2012). The well-being of Indigenous students has also been compromised by","cbCaibgrrZADNri3","https://ap.wps.com/l/cbCaibgrrZADNri3","pdf",331373,18,"English","# Abstract\n## Background and rationale\n## Institutional approaches in teacher education\n## Indigenous principles and documented classroom practices","[{\"question\":\"What is the central focus of the case study?\",\"answer\":\"The case study focuses on ongoing work to Indigenize education programs at a Canadian university, examining how higher education can change classroom practice and learning through decolonizing methodologies.\"},{\"question\":\"Why do the authors argue Indigenizing strategies are necessary in higher education?\",\"answer\":\"They argue that Western epistemologies have devalued Indigenous ways of knowing, enabling continued marginalization of Indigenous students and communities, and that universities must counter systemic monopolization of knowledge and communication.\"},{\"question\":\"How do education faculties contribute according to the article?\",\"answer\":\"The article states that faculties of education lead by hiring Indigenous scholars and incorporating Indigenous ways of knowing into teacher education courses, and by documenting effective decolonizing practices in classroom experience, interaction, and learning.\"}]","Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms | PDF",1792083654,45]