Knowledge Liaisons: Negotiating Multiple Pedagogies in Global Indigenous Studies Courses - 1-17

Oct 15, 2026

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Canadian universities pursue institutional change through Aboriginal education, internationalization, and pedagogical reform, yet course-level convergence of these goals is rarely examined. The article studies undergraduate comparative Indigenous studies courses, outlining pedagogical challenges and presenting strategies developed to address them. Grounded in auto-pedagogy and a critical review of pedagogical frameworks, it draws on Indigenous epistemologies and knowledge translation, using Sue Crowley’s 1997 levels of analysis to propose “knowledge liaisons” as a teaching model.

LanguageEnglish

CategoryResearch & Report

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Pages17

Reading Time43 min

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CSSHE SCÉES Canadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 45, No. 4, 2015, pages 1-17 Knowledge Liaisons: Negotiating Multiple Pedagogies in Global Indigenous Studies Courses Camie Augustus University of Ottawa Abstract Over the past few years, Canadian universities have been at the forefront of institutional changes that identify Aboriginal people, internationalization, and pedagogical change as key areas for revision. Most universities’ strategic planning documents cite, at least to varying degrees, these three goals. Institutions have facilitated these changes by supporting new programs, teaching centres, and course redevelopment. While much attention has been given to those goals individually, it is rarely considered how these commitments converge in particular course offerings. This article considers the connections among Indigenous, global, and pedagogical goals by examining undergraduate comparative Indigenous studies courses, some pedagogical challenges that arise in those courses, and some strategies I have developed in meeting those challenges. Based in auto-pedagogy and a critical analysis of existing and emerging pedagogical frameworks, this article uses key concepts from Indigenous epistemologies, knowledge translation, and Sue Crowley’s (1997) levels of analysis to propose “knowledge liaisons” as a teaching model that addresses these challenges. Résumé Au cours des dernières années, les universités canadiennes se sont trouvées à l’avant-plan de changements institutionnels touchant les Autochtones, l’internationalisation et les changements pédagogiques, tous retenus comme étant des secteurs clés à revoir. La plupart des documents de planification stratégique deces universitéscitent ces trois objectifs, du moins à divers degrés. Les universités ont orchestré ces changements en soutenant de nouveaux CJHE / RCES Volume 45, No. 4, 2015 Knowledge Liaisons / C. Augustus 2 programmes, des centres d’enseignement et la création de nouveaux cours. Alors qu’une grande attention était dirigée vers ces buts de façon individuelle, la façon dont convergent ces engagements, en particulier l’offre de cours, est rarement prise en compte. Cet article examine les liens existant entre les objectifs autochtones, internationaux et pédagogiques en examinant les cours de premier cycle qui portent sur les études autochtones comparées, certainsdéfis pédagogiques qui surviennent dans ces cours, et quelques stratégies que nous avons élaborées afin de relever lesdits défis. Fondé sur l’autopédagogieet sur une analyse critique de cadres pédagogiques existants ou émergents, cet article fait appel aux concepts clés de l’épistémologie autochtone, del’application des connaissances, et des niveaux d’analyse de Sue Crowley (1997) afin de proposer des « liaisons de la connaissance » comme un modèled’enseignement qui répond à ces défis. Introduction In the current educational climate of increasing fiscal concerns, Canadian universities are seeking to redefine themselves in an effort to increase student enrolment and retention. Changes are reflected in recently revised strategic plans, from which three common objectives emerge: Indigenous education, global awareness, and pedagogical shifts to “student-centred” teaching, often expressed as “student engagement.” While much attention has been given to those goals individually, it is rarely considered how these commitments converge in particular course offerings. This article considers the connections among Indigenous, global, and pedagogical goals by examining undergraduate comparative Indigenous studies courses, some pedagogical challenges that arise in those courses, and some strategies I have developed in meeting those challenges.1 Tobe clear, this is not an attempt to construct an Indigenous pedagogy, but to reconcile multiple pedagogies in the classroom, of which Indigenous pedagogy is one. Based in auto-pedagogy and a critical

FAQs

What three institutional goals frame the article’s focus?

The article frames its analysis around Aboriginal education, internationalization, and pedagogical shifts toward student-centred teaching and engagement.

What courses and challenges does the article examine?

It examines undergraduate comparative Indigenous studies courses, identifies pedagogical challenges arising in these courses, and discusses strategies developed to meet them.

What teaching model does the article propose and on what foundations?

It proposes “knowledge liaisons” as a teaching model, grounded in auto-pedagogy and a critical analysis of existing and emerging pedagogical frameworks, drawing on Indigenous epistemologies, knowledge translation, and Sue Crowley’s (1997) levels of analysis.

Oct 15, 2026

Uploaded by Muffet