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The article profiles three institutes in British Columbia and analyzes the promises and challenges of integrating Indigenous knowledges into academic settings. Guided by Indigenous and Western theory, it presents a case study design using semi-structured interviews with 22 participants, yielding four themes about Elders, identity and belonging, partnership building, and resilience amid systemic barriers.",{"@graph":69,"@context":123},[70,84,106],{"@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/indigenous-post-secondary-institutes-in-british-columbia-canada-exemplars-of-indigenous-control-over-indigenous-education/596329/",{"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/indigenous-post-secondary-institutes-in-british-columbia-canada-exemplars-of-indigenous-control-over-indigenous-education/596329.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the focus of the study on Indigenous post-secondary institutes?","Question",{"text":113,"@type":114},"The study examines how Indigenous post-secondary institutes exemplify Indigenous control over Indigenous education, including the promises and challenges of integrating Indigenous knowledges into higher education.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the research conducted?",{"text":118,"@type":114},"The article uses a case study design supported by Indigenous and Western theory, with semi-structured interviews conducted with 22 participants, including Elders, academic leaders, instructors, staff, and current/former students.",{"name":120,"@type":111,"acceptedAnswer":121},"What themes emerged from the interviews?",{"text":122,"@type":114},"Four themes are highlighted: Elders’ core role in supporting integration, the institutes’ impact on Indigenous identity and belonging, leadership in partnership and relationship building, and demonstrated resiliency despite systemic challenges.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},596329,1792166204,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Indigenous Post-Secondary Institutes in British Columbia, Canada: Exemplars of Indigenous Control over Indigenous Education  \nRheanna Robinson  \nUniversity of Northern British Columbia  \nAbstract  \nIndigenous post-secondary institutes are a significant topic of study when considering Indigenous learners, Indigenous knowledges, and Indigenous self-determining efforts in places of higher education. Profiling three of these institutes in British Columbia, this article describes the promises and challenges they experience when weaving Indigenous knowledges into the academy. Using Indigenous and Western theory to support a case study design, semi-structured interviews were conducted with 22 participants including Elders, academic leaders, instructors, staff, and current/former students. Four prominent themes emerged regarding Indigenous post-secondary institutes: (1) Elders have a core role in supporting the integration of Indigenous knowledges,(2) the institutes impact Indigenous identity and a sense of belonging in the academy,(3) they lead in partnership and relationship building, and (4) they demonstrate resiliency despite systemic challenges. This study offers an important understanding of how Indigenous post-secondary institutes exemplify Indigenous control of Indigenous education while simultaneously modelling decolonization and reconciliation in higher education.  \nKeywords: Indigenous education, post-secondary, self-determination, Indigenous knowledges, decolonization, reconciliation  \nCanadian Journal of Education / Revue canadienne de l’éducation 46:2 (2023)©2023 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nLes établissements d’enseignement postsecondaire autochtones constituent une source non négligeable pour étudier les apprenants autochtones, les savoirs autochtones et les efforts d’autodétermination des autochtones dans les établissements d’enseignementsupérieur. En dressant le profil de trois de ces établissements en Colombie-Britannique, cet article décrit les attentes et les défis rencontrés lors de l’intégration des savoirsindigènes dans le monde universitaire. En utilisant des concepts autochtones et occidentaux pour soutenir une étude de cas, 22 participants—incluant des anciens, des leadeurs pédagogiques, des instructeurs, des membres du personnel, et des étudiants actuels et diplômés—ont participé à des entretiens semi-structurés. Quatre thèmes principaux se dégagent concernant les établissements postsecondaires autochtones :  \n1) les anciens jouent un rôle essentiel dans l’intégration des savoirs autochtones ; 2) les établissements ont un impact sur l’identité autochtone et le sentiment d’appartenance à l’université ; 3) ils favorisent le développement de partenariats et de relations ; 4) ils font preuve de résilience en dépit d’obstacles systémiques. Cette étude permet de mieux comprendre comment les établissements d’enseignement postsecondaire autochtones prennent en charge l’éducation autochtone tout en modélisant la décolonisation et laréconciliation dans l’enseignement supérieur.  \nMots-clés : éducation autochtone, enseignement postsecondaire, autodétermination, savoirs autochtones, décolonisation, réconciliation  \nCanadian Journal of Education / Revue canadienne de l’éducation [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nIn 1972, the Chiefs ofthe National Indian Brotherhood (NIB), now called the Assembly of First Nations, released a policy paper titled, Indian Control of Indian Education. This paper described the philosophy, goals, principles, and directions that must form the foundation of any school program for Indigenous children (National Indian Brotherhood, 1972) . Since then, Canada has witnessed a growth of Indigenous self-determined education at pre-school, primary, secondary, and post-secondary levels. Indigenous post-secondary institutes (IPIs) in the province of British Columbia (BC), Canada, ar","cbCaipHrhEnsZEgL","https://ap.wps.com/l/cbCaipHrhEnsZEgL","pdf",241799,26,"English","# Introduction\n## Policy foundations and growth of Indigenous self-determined education\n# Case study approach and participants\n## Semi-structured interviews and theory integration\n# Findings\n## Roles of Elders and integration of Indigenous knowledges\n## Identity, belonging, and impact on academy experiences\n## Partnership and relationship building\n## Resilience amid systemic challenges","[{\"question\":\"What is the focus of the study on Indigenous post-secondary institutes?\",\"answer\":\"The study examines how Indigenous post-secondary institutes exemplify Indigenous control over Indigenous education, including the promises and challenges of integrating Indigenous knowledges into higher education.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The article uses a case study design supported by Indigenous and Western theory, with semi-structured interviews conducted with 22 participants, including Elders, academic leaders, instructors, staff, and current/former students.\"},{\"question\":\"What themes emerged from the interviews?\",\"answer\":\"Four themes are highlighted: Elders’ core role in supporting integration, the institutes’ impact on Indigenous identity and belonging, leadership in partnership and relationship building, and demonstrated resiliency despite systemic challenges.\"}]","Indigenous Post-Secondary Institutes in British Columbia, Canada: Exemplars of Indigenous Control over Indigenous Education | PDF",1792082878,66]