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The work shares a collective research story from Indigenous women participants who completed one or more of three courses on Indigenous women’s literatures and Indigenous maternal theory. Each course used a decolonial feminist lens with Indigenous curriculum content and culturally relevant assessment, connecting maternal pedagogies to “whole student” approaches. 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Specifically, this article offers an express vision for Indigenous women’s educational access and success in higher education by sharing a collective research story offered by Indigenous women participants who completed one or more of three courses related to Indigenous women’s literatures and Indigenous maternal theory. Each course was delivered through a decolonial feminist lens, comprised of Indigenous curricular content and engaged students in culturally relevant assessment. This work connects Maternal Pedagogies with Indigenous epistemologies that embrace the “whole student”within educational contexts to establish a teaching and learning environment that can speak to the hearts and minds of students. In the spirit of reconciliation, I position this environment as a safe space where students can be their whole authentic selves and where their realities and lived experiences are positioned as strengths and key assets to establishing an ethical space for cross-cultural and anti-racist dialogue. Collectively, the participant narratives offer four key lessons that are integral to reconciliation education more broadly, and I map these lessons as final recommendations that align with Kirkness and Barnhardt’s timeless work on the “Four Rs” of respect, relevance, reciprocity, and responsibility. Keywords: Indigenous maternal pedagogies, Indigenous women in higher education, reconciliation education  \nRésumé  \nCette enquête qualitative documente les leçons glanées dans mon parcours vers la praxis de la pédagogie maternelle autochtone, un engagement d’enseignement et d’apprentissage centré sur les femmes autochtones, afin d’offrirdes idées poursoutenir les femmes autochtones dans l’enseignement supérieur. Plus précisément, cet article propose une vision pour l’accès à l’éducation et laréussite des femmes autochtones dans l’enseignement supérieuren partageant une histoire de recherche collective offerte par des participantes autochtones qui ont suivi un ou plusieurs des trois cours liés aux littératures des femmes autochtones et à la théoriematernelle autochtone. Chaque cours a été offert dans une optique féministe décoloniale, comprenait un contenu autochtone etamenait les étudiants à s’engager dans une évaluation culturellement pertinente. Ce travail relie les pédagogies maternelles aux épistémologies autochtones qui englobent « l’étudiant dans son ensemble » dans des contextes éducatifs afin d’établir un environnement d’enseignement et d’apprentissage qui peut parler au cœur et à l’esprit des étudiants. Dans l’esprit de la réconciliation, je positionne cet environnement comme un espace sûroù les étudiants peuvent être pleinement authentiques et où leurs réalités et expériencesvécues sont positionnées comme des forces et des atouts clés pour établir un espace éthique pour le dialogue interculturel et antiraciste. Collectivement, les récits des participantes offrent quatre leçons clés qui font partie intégrante de l’éducation à laréconciliation de manière plus générale, et je présente ces leçons comme des recommandations finales qui s’alignent sur le travail intemporel de Kirkness et Barnhardt sur les principes de respect, de pertinence, de réciprocité et de responsabilité .  \nMots-clés : pédagogies maternelles autochtones, femmes autochtones dans l’enseignement supérieur, éducation sur la réconciliation  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 52:4 (2023)   \nIntroduction  \nIndigenous access to post-secondary education in Canada has been an area of concern for many years. As a result, there have been a number o","cbCainxq3DjcXLtX","https://ap.wps.com/l/cbCainxq3DjcXLtX","pdf",180478,14,"English","# Introduction\n## Indigenous access to post-secondary education\n## Moving beyond deficit models and retention-only framing","[{\"question\":\"What is the central purpose of the study?\",\"answer\":\"To document lessons from the praxis of Indigenous maternal pedagogies and to offer insights for supporting Indigenous women in higher education.\"},{\"question\":\"How were the courses for Indigenous women participants designed?\",\"answer\":\"Each course was delivered through a decolonial feminist lens, included Indigenous curricular content, and used culturally relevant assessment.\"},{\"question\":\"What reconciliation-focused recommendations does the work reach?\",\"answer\":\"Participant narratives produce four key lessons that support reconciliation education, mapped to Kirkness and Barnhardt’s Four Rs: respect, relevance, reciprocity, and responsibility.\"}]","Lessons from Our Sweetgrass Baskets - A Wholistic Vision of Academic Success for Indigenous Women in Higher Education | PDF",1792084196,35]