Understanding Student Experiences
Understanding student experiences is the introductory resource list for the Inclusive Teaching and Learning Resource page, providing experiential background that grounds the need for integrating inclusive teaching and learning practices. This section is a compilation of diverse narratives and lived experiences of a myriad of students from various racial and ethnic backgrounds. Recognizing that the foundation of anti-racist pedagogical design lies in comprehending the diverse racial experiences and obstacles faced by students within teaching and learning environments, this section may act as a preface to orient and describe the need for an anti-racist approach.
“I guess I’m not alone in this”: exploring racialized students’ experiences and perspectives of safer classrooms at McMaster University This article explores racialized students’ experiences within the classroom, and how pedagogy can adapt to create, foster, prioritize, and sustain safety for racialized students in the classroom. (Scholarly article, by Brockbank & Hall, 20 pages, McMaster University)
Racism within the Canadian university: Indigenous students’ experiences This article investigates and understands the impact that everyday racism/microaggressions can have on the academic experience of Indigenous students (Scholarly article, by Kerry A. Baily, 18 pages, McMaster University)
“White people stress me out all the time”: black students define racial trauma This article explores how racial trauma impacts Black students at various levels. (Scholarly article, by Hargons et al., 8 pages)
The invisible visible minority: life as a black student at U of T – This short article provides an account of a Black student’s experience at university. (Webpage, by Leah Mpinga, The University of Toronto)
What international students say they need The webpage shares the experiences and needs of international students. (Webpage, by Adriana Perex-Encinas, Universidad Autónoma de Madrid)
The dislocated ‘outsiders’ within international Canadian higher education – This article explores how racialized international students are perceived as the ‘other’ and shares their experiences of belongingness. (Scholarly article, by Shamiga Shamy Arumuhathas, 7 pages, Western University)
Vicarious racism: a qualitative analysis of experiences with secondhand racism in graduate education – This article explores the different ways in which doctoral students of colour experience vicarious racism and the consequences of this secondhand racism. (Scholarly article, by Truong et al., 23 pages)
Students of color & resistance in the classroom – A short, lightly edited excerpt from Chapter 2 of Kernahan, Teaching about Race and Racism in the College Classroom: Notes from a White Professor which explore students of color experiences and acts of resistance in the learning space. (Edited chapter, by Derek Krissoff, 3 pages)
Depictions of suffering in the postsecondary classroom. This article explores the reactions of students after being exposed to graphic and disturbing material in a Canadian university sociology of disaster course. (Scholarly article, by Kostouros et al.,7 pages)
Responding to racism and racial trauma in doctoral study: an inventory for coping and mediating relationships. This article delves in to an exploration to understand the coping strategies doctoral students of color use to respond to racism. (Scholarly article by Truong, K., & Museus, 28 pages)
Defining Anti-Racist Pedagogy
Defining Anti-Racist Pedagogies is a compilation of resources curated to empower educators in building capacity around the theoretical and historical tenets of Anti-Racism as a pedagogical tool. These resources encompasss self-reflective exercises, definitions and informative insights around the history of racism and bias within educational settings. Moreover, it provides guidance on mediating such issues, along with an exploration of the intricate interplay between systemic and structural racism within classroom cultures and designs. Notably, each resource offers practical tips and suggestions on integrating Anti-Racist pedagogical principles into course design, instructional methods, and the cultivation of an inclusive classroom culture that fosters both safety and reflexivity.
Anti-Racist pedagogy series – Resources included: introduction to related pedagogical theories, anti-racist course design, anti-racist course facilitation and advocacy and action. (PowerPoints and webinars, Loyola University of Chicago)
Practices in anti-racist pedagogies A guidebook with accompanying self-reflective learning activities fostering introspection into personal identity, beliefs and biases. (Editable PDF guidebook, 16 pages, Course Hero)
Learning module: anti-racism, EDI and positionality in teaching and learning Participants will increase their knowledge of racism, learn how to identify implicit biases and implement anti-racist strategies in the classroom. (Self-paced free online module, length 2 hours, University of Calgary)
Dead ideas about anti-racist pedagogy A podcast defining anti-racist pedagogy, instructor practices and structural change. (Podcast, by Frank Tuitt, length 30:35, Columbia University)
The anti-racist discussion pedagogy guide – An introductory guide on building an anti-racist pedagogy in any discipline through instructor reflection, clear communication guidelines, and inquiry-based discussion. (PDF Guide, by Dr. Selfa Chew, Dr. Akil Houston, and Dr. Alisa Cooper, 32 pages)
10 Tips and resources to develop an anti-racist classroom. – Information to reflect on principles of anti-racism followed by 10 tips and 10 resources to help develop an antiracist classroom. (Tips and resources, 4 pages, George Brown College)
Anti-racist pedagogy: from faculty’s self-reflection to organizing within and beyond the classroom – This article covers many aspects including, faculty critical self-reflection, anti-racist pedagogical approach, anti-racist organizing and institutional transformation. (Scholarly article, by Kyoko Kishomoto, 14 pages)
Anti-racist teaching in S.T.E.M. – This podcast has a discussion of the necessary self-interrogation that is needed before getting into antiracist actions in the STEM classroom. (Podcast, by Dr. Stephany Santos, Dr. Nicole Joseph and Dr. Luis Leyva, length 54.01, University of Connecticut)
Toward Inclusive STEM classrooms: what personal role do faculty play? A scholarly article that has strategies for meaningful reflection and professional development with respect to diversity and inclusion and a focus on STEM (Scholarly article, by Killpack and Melón, 9 pages)
Pedagogies of Care
Inclusive Classrooms and Pedagogies of Care is a section focused on enhancing awareness and reflexivity around the experiences of diverse learners who experience equity barriers in classrooms. This section offers strategies to facilitate the creation of classroom environments and curricula with diverse needs in minds. Rooted in the principles of inclusivity and trauma-informed teaching and learning practices, this compilation of resources provides instructors with practices focused on accessibility, engagement within brave and inclusive classroom spaces, inclusive language considerations, and trauma-informed teaching techniques that recognize and respond to racism, sexism, ableism etc.
An introduction to equity in the classroom: a short guide to equity in the undergraduate classroom – This short guide includes information about accessibility, pronouns and trans-inclusive classrooms, anti-racist pedagogy, and more. (Open Resource, Pressbook, by A. Wilks and E. Scherzinger, McMaster University)
The Norton guide to equity-minded teaching – This guide offers concrete steps to help any instructor striving to ensure that all students have an equal chance for success. Here you’ll find actionable tips, grounded in research, for teaching online, in-person, and everywhere in between. (Free e-book, by Artze-Vega et al, 250 pages)
Guide for inclusive teaching at Columbia – This guide offers information on the following: class climate, student expectations, course content, accessibility and inclusion. (Full PDF Guide, 30 pages, Columbia University)
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Summary of principles of inclusive teaching and learning (MacPherson Institute Webpage)
Active learning design tool – Searchable catalogue for active learning activities such as concept mapping and focused listening. Results can be filtered by class size, space, time etc. (Website catalogue, Griffith University, Australia)
Reflecting on your practice: inclusive teaching principles in in-person, hybrid, & remote teaching – This resource provides a framework of five interconnected research-based principles that can guide instructional choices across all domains of teaching in order to support inclusive teaching environments. (Editable checklist, PDF, 6 pages, University of Michigan)
Promoting equity and justice through pedagogical partnership – A study on the motivations and reasons for promoting an equitable educational environment. (Book, by de Bie, Marquis, Cook-Sather and Luqueño, 154 pages, McMaster University)
Setting the tone for inclusive classrooms – This resource details five general practices for building inclusivity in the classroom. For each practice, several concrete and specific actions are proposed. (PDF, 4 pages, University of Michigan)
Cultivating a sense of belonging in your classes – An interactive self-study guidebook that described the components of the cycle of pedagogical care,offering self-reflection exercises to identify gaps in personal teaching practices, and generating effective strategies (Editable PDF, by Sevillano, 20 pages, Course Hero)
Building a pedagogy of care with social and emotional presence – Online talk that has details on practices that center social and emotional presence. (YouTube video, by Josh Eyler and Sarah Rose Cavanagh, length 16;27, West Virginia University and University of Mississippi) with accompanying supportive readings and discussion guide. (PDF, by Sarah Rose Cavanagh and Josh Eyle, 3 pages)
Crafting safer spaces for teaching about race and intersectionality The article outlines approaches to create safe teaching spaces through strategies that highlight racism and intersectionality. (Scholarly article, by Anderson & Riley, 8 pages)
Potentially perilous pedagogies: teaching trauma is not the same as trauma-informed teaching. This article focuses on unpacking assumptions around introducing potentially traumatic literary or visual materials in the classroom. (Scholarly article, by Carello & Butler, 15 pages)
Trauma-informed practices for postsecondary education: a guide. This guide is intended to raise awareness of trauma in postsecondary education institutions and help educators understand how trauma affects learning and development. It provides practical advice for how to work effectively with college students who have been exposed to trauma. (Guidebook, PDF, by Shannon Davidson, 28 pages, Education Northwest)
Trauma-informed tertiary learning and teaching practice framework A quick reference guide and framework outlining the essentials for trauma-informed care in learning and teaching. This guide includes the information on the following: student characteristics, course content, assessment requirements, policies, educator and student behaviour, classroom dynamics, field placements and aspects of self-care and collective care. (Guidebook, PDF, 28 pages, Griffith University)
Trauma informed teaching and learning post COVID A video on trauma informed teaching and learning practices. (Video, 1 hour, University of Calgary)
Trauma-aware teaching checklist This checklist has been prepared for higher educators as a tool to reflect on their teaching and courses, regardless of modality. (Checklist, by K.Costa, 6 pages, The 100 Faculty Initiative)
Managing Difficult Conversations in the Classroom
In vein with maintaining an inclusive classroom culture and learning environment, comes a readiness to manage difficult, sensitive and contentious conversations and discourse and actively interrupting harm. This section provides a myriad of resources to assist in managing and mediating classroom content and discussion that may elicit sensitive, contentious, competitive, emotional and hard dialogues from diverse and dominant learners. From guidelines on deploying sensitivity and trigger warnings to prepare learners for challenging audiovisual and written materials, to insights on skillfully navigating discussions surrounding diverse social perspectives and identities, this section offers a diverse collection of articles, guides, and books that serve as valuable tools in acknowledging and addressing emotionally charged, politically intricate, and intersectional topics within educational settings.
An introduction to content warnings and trigger warnings – This resource guide is a primer to understanding content warnings. It offers several ways to implement content and trigger warnings in your classroom. (Resource guide, PDF, 8 pages, University of Michigan)
Let’s talk: discussing race, racism and other difficult topics with students. Strategies are shared in this resource to prepare and facilitate difficult conversations about race and racism and other contentious topics. (Guidebook, 24 pages, The Teaching Tolerance Guide)
Difficult subjects: insights and strategies for teaching about race, sexuality, and gender. A collection of essays from scholars across disciplines, institutions, and ranks that offer diverse and multi-faceted approaches to teaching about subjects that prove both challenging and often uncomfortable for both the professor and the student. (Book, by Ahad-Legary & Poon, 298 pages)
Guidelines for discussing difficult or high-stakes topics – The guidelines can help educators facilitate difficult classroom discussions around controversial issues. Additional resources are provided. (Webpage, Michigan University)
Addressing emotionally or politically charged news with students – Tips and strategies to navigate high tension news with students. (PDF, 3 pages, University of Washington)
Handle difficult moments with respect & sensitivity – This resource provides strategies for three distinct types of difficult dialogues that can emerge in your classroom: teaching in tumultuous times, hot moments, and microaggressions. (Webpage, Carnegie Mellon University)
Hot moments – This resource guide provides strategies for responding to “hot moments”. It gives concrete strategies that educators have found to be effective in transforming hot moments into opportunities for learning. (Resource guide, PDF, 4 pages, University of Michigan)
Teaching contentious topics – This workshop discusses the benefits of and considerations for teaching contentious topics in a variety of classrooms and outline specific strategies that you can use to set up, prepare, facilitate, and conclude a discussion on a contentious topic in your course or discipline. (Workshop, MacPherson Institute, McMaster University)
Anti-Racism and Digital Pedagogy
Anti-Racism for synchronous and asynchronous online learning environments comes with its own specific considerations related to managing the online classroom environment and ensuring digital accessibility. This section offers a range of resources that outline the implications of applying theoretical tenets of anti-racism to the digital sphere and creating safe and inclusive online learning spaces.
Teach online : a step-by-step course to launch and lead an equitable online classroom. A free self-paced online course, 3 modules with resources and a certificate of completion. (Open source, by Leading Equity Centre)
“The Future Started Yesterday and We’re Already Late”: The case for anti-racist online teaching Using a Black critical theoretical perspectives and pedagogical examples from our experiences teaching in online learning environments, this article articulates a case for anti-racist online education. (Scholarly article, by Humphrey & Davis, University of Michigan)
Best practices for anti-racist education in virtual settings. Suggestions of processes educators can engage in for increasing awareness of instructor bias, and for increasing the use of anti-racist practices in course planning and delivery to help begin (or continue) the process of implementing anti-racist practices in the virtual classroom. (Scholarly article, by Crutchfield et al., 17 pages)
Anti-oppressive pedagogies in online learning: a critical review – A critical review of literature and a critique of how educators enact anti-oppressive pedagogies in online classrooms. (Scholarly article, by Valcarlos et al., 16 pages)
International students in digital pedagogy and learning -A resource page developed specifically for international students teaching and learning considerations and paradigms in digital and non-digital contexts. (Resource webpage, University of Toronto)
Teaching hybrid online college composition classes to international students during COVID-19: equity, diversity, inclusiveness, and community building. -Teaching hybrid considerations for International Students. (Scholarly article, by Qianqian Zhang-Wu, 5 pages, Northeastern University)
Equity-minded worksheet for instructors of online courses – A checklist with space for reflective practice. (Editable PDF, 17 pages, University of Wisconsin–Green Bay)
Anti-Racist Syllabi and Course Design
Inclusive and Anti-Racist Syllabi and Course Design is focused on providing practical tools and insights for integrating inclusive and anti-racist principles into course design elements such as: instructors’ information, value statements, learning outcomes, course goals and objectives, policies, and reading lists. This section also provides additional suggestions around course pacing, scheduling, contextualization, overall design, and ensuring EDI perspectives remain omnipresent in early stages of curriculum development.
Advancing inclusion and anti-racism in the college classroom: a rubric and resource guide for instructors – This tool aims to support educators in developing anti-racist approaches to course design and teaching practices in the undergraduate and graduate setting. (PDF Guide, by Blonder et al., 39 pages, Berkeley University)
Designing an inclusive syllabus – This webpage includes information on the following topics: accessibility, warm tone, instructor information, statement of values, course goals and objectives, assessment, policies, clear course schedule and reflective questions. (Webpage, Columbia University)
Diversifying course content through an EDI perspective – This resource outlines strategies for diversifying course content that can be used during the early stages of course design or after the course begins. (Webpage, University of Calgary)
Syllabus review guide for equity-minded practice – This guide facilitates a self-assessment of teaching approaches and practices from a racial/ethnic equity lens; and allows faculty to consider changes that result in more equitable teaching approaches and practice. (PDF Guide, 43 pages, University of Southern California)
The social justice syllabus design tool: a first step in doing social justice pedagogy (Focus on STEM) This article offers a systematic approach to course re-design by which educators can assess their classroom environment and course content. (Scholarly Article, by Taylor et al., 35 pages)
Anti-racist strategies for curriculum revision tool Anti-racist checklist for assessment practices and curriculum revisions. (Checklist, 4 pages, Queens University)
Ten simple rules for building an anti-racist lab – 10 rules are presented to help labs develop anti-racists policies and action to promote racial and ethnic diversity, equity, and inclusion in science. (Scholarly article, by Chaudhary and Berhe, 9 pages)
Inclusive syllabus review: Practical checklist syllabus review tool to assess inclusive syllabi. (Checklist PDF, 4 pages, Columbia University)
Inclusion by design: survey your syllabus and course design A practical survey tool provided with a five-point scale, divided into three sections: 1) The context and design of your course; 2) The “text” of your syllabus and course design; and 3) And the subtext of your syllabus. (Survey tool PDF, 8 pages)
Intercultural multi-faith calendar – Provides a calendar of significant dates including cultural and religious celebrations. While not an exhaustive list of observances, this can be a helpful tool when planning teaching and learning related deadlines. (Webpage, McMaster University) (Webpage, McMaster University)
Anti-Racist Teaching Practices for International, Culturally and Linguistically Diverse Students
Anti-Racist and Inclusive Teaching Practices for International, Culturally, and Linguistically Diverse Students attends to tools and practices that can be integrated into pedagogical design or larger classroom practices to respond to the nuanced barriers that English as a second language and students with lingual (written and oral) barriers and challenges. With a focus on non-assimilative teaching practices, enhancing sense of belonging for students from non-domestic countries of origin, and enhancing the curriculum design to attend to global learning satisfaction, this section hopes to provide a diverse array of considerations as it relates to global learning outcomes and considerations.
International students and their academic experiences: student satisfaction, student success challenges, and promising teaching practices – This chapter calls for rethinking education across borders by examining the North American international student academic experience with particular focus on enhancing student satisfaction and promising teaching practices and increasing the faculty role in campus internationalization. (Scholarly article, by Clayton Smith, 17 pages, University of Windsor)
Teaching and engaging international students: people-to-people empathy and people-to-people connections – This article presents a new framework for conceptualizing the teaching, learning, and engagement for international students, which emphasizes people-to-people empathy and people-to-people connections. (Scholarly article, By Ly Thi Tran, 6 pages, Deakin University, Australia)
Building community with international students through classroom contracts – This talk focuses on how co-authoring a class contract with students can create a safe and inclusive learning environment that encourages appreciation for diversity. (Video, by Mary Elizabeth Fincke, length 5:18, Boston University)
Connecting best practices for teaching linguistically and culturally diverse international students with international student satisfaction and student perceptions of student learning – This paper explores promising teaching practices for teaching linguistically and culturally diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning. (Scholarly article, by Smith et al., 15 pages, University of Windsor)
Strategies for teaching international and multilingual students Strategies include facilitating communication, encouraging participation, setting expectations for and responding to students’ writing and strategies to support academic reading. (Webpage, University of Washington)
Teaching international students: strategies to enhance learning Includes tips to internationalising the curriculum, making lectures accessible, encouraging participation, adopting an educative approach to plagiarism, supporting students in developing critical thinking skills and explaining assessment expectations (Report, by Sophie Arkoudis, 18 pages, University of Melbourne)
Teaching international students: promising practices. This tip sheet provides ideas and teaching practices that can help international students develop a sense of belonging in classes and succeed academically. (Tip sheet, 2 pages, University of Massachusetts)
Bridging the gap: the impact of the ‘teaching in the Canadian classroom’ program on the teaching effectiveness of international teaching assistants – Intercultural guide for teaching assistants who are new to teaching in a Canadian classroom. (Report, by Dawson, et al., 46 pages, Western University and Higher Education Quality Council of Ontario)
English as an additional language in the classroom – This module will explore some of the unique characteristics and needs of ELLs and outline strategies for designing learning materials, lessons, and assessments to support these learners. (Module, MacPherson Institute and MELD office, McMaster University)
How can I get started?
The following collection of resources are meant to guide educators, administrators, and university staff in learning more about what is means to “Indigenize”, or “Decolonize” their classrooms, teaching practices, and institutional decision-making. The first step is to understand the relationship between Indigenous peoples and Canada, and our role as university professionals and educators. The following resources will provide a brief historical introduction followed by guides for specific roles.
Indigenous Canada, University of Alberta
Free 12-lesson course focusing on the histories and perspectives of Indigenous peoples. (Open online course, University of Alberta)
Aboriginal worldviews and education
Intended for both Aboriginal and non-Aboriginal learners, this course will explore indigenous ways of knowing and how they can benefit all students. (Open online course, University of Toronto)
Land back – a Yellowhead Institute red paper
This Red Paper is about how Canada dispossesses Indigenous peoples from the land, and in turn, what communities are doing to get it back. (PDF Report, 68 pages, Yellowhead Institute, Toronto Metropolitan University)
Cash back – A Yellowhead Institute red paper
Picking up from Land Back, the first Red Paper by Yellowhead about the project of land reclamation, Cash Back looks at how the dispossession of Indigenous lands nearly destroyed Indigenous economic livelihoods. Cash Back is about restitution from the perspective of stolen wealth. (PDF Report, 76 pages, Yellowhead Institute, Toronto Metropolitan University)
Pulling together, Indigenization guides
A series of learning guides for public post-secondary staff to begin or supplement ways to Indigenize the institution and professional practice. Includes guides for various roles. (Open Education resources in various formats, BC Campus)
Locate yourself: Land Acknowledgements
Land Acknowledgement has become a common practice in Canadian public life and institutions, including McMaster University since the TRC Final report was released in 2014. The purpose of this practice is to recognize the traditional territory of the Indigenous inhabitants of a particular place or location prior to colonization. By doing so, speakers are drawing a direct line of relationship between themselves as individuals, the institutions they represent as employees, representatives and citizens, and local Indigenous peoples – including Indigenous scholars, students and staff at McMaster University. In giving a land acknowledgement you are making space for Indigenous history, and self-determination, as well as calling attention to the role of non-Indigenous individuals in decolonization. In preparing your land acknowledgement it may be useful to think through the terms of “truth and reconciliation”: a land acknowledgement is a way to share the truth about the lands we inhabit as Canadians, and an opportunity to begin the relational work of reconciliation.
“The land acknowledgment gets you to that start,” said Cutcha Risling Baldy, a member of the Hoopa Valley Tribe and an associate professor of Native American Studies at California State Polytechnic University, Humboldt. “Now it’s time to think about what that actually means for you or your institution. What are the concrete actions you’re gonna take? What are the ways you’re gonna assist Indigenous peoples in uplifting and upholding their sovereignty and self-determination?” Source: So you began your event with an Indigenous land acknowledgment. Now what?
*As more and more workplaces, and job roles are performed virtually, it is important to consider all of the lands you work and live on. Below are some guides and resources to help you understand the nuances of this relational practice:
- A Guide to Indigenous Land Acknowledgement (Website, Native Governance Centre)
- Statement on Land Acknowledgements – (PDF, 1 page, Chippewas of the Thames First Nation)
- More than words: Land acknowledgement guide – (PDF, 2 pages, Western University)
- Know the Land – (Website, Laurier Students Public Interest Research Group, Wilfred Laurier University)
How to prepare your Land Acknowledgement:
Tool: locate yourself, and your campus location here
This website mapping tool will help you locate yourself and provide information on the traditional stewards of the lands you occupy, including treaty information. (Website, Native Land)
Dish with One Spoon
This webpage aids in understanding the term ‘a dish with one spoon’. (Webpage, The Canadian Encyclopedia)
Mississaugas of the Credit First Nation lands and territories
This website provides enriching information about the Mississaugas of the Credits First Nations land and territories, including recent news, events, community profiles, and community wellness. (Website, Mississauga of the Credit First Nation)
Six Nations of the Grand River land rights
McMaster’s Land Acknowledgement refers to a pre-contact resource-sharing protocol referred to as the Dish with One Spoon Wampum agreement. Learn more about this pre-contact, international agreement here. (Website, Six Nations of the Grand River)
Indigenization
Non-Indigenous educators are sometimes unsure where to look for Indigenous voices, or scholarship to incorporate into their classes or research. Below are some locally significant links to help you on your search.
McMaster University Indigenous Education Council/McMaster Indigenous Research Institute
Indigenous Research Primer – The purpose of the Indigenous Research Primer is to guide those at McMaster University who are engaging with Indigenous Peoples and communities in their research. The Primer seeks to inform Indigenous and non-Indigenous, early and experienced researchers at any stage of their career and/or education. (Webpage, McMaster Indigenous Research Institute)
McMaster University Indigenous Strategic Directions 2021- This strategy document was authored by a community of Indigenous scholars and staff at McMaster, along with community representative from Six Nations, the MCFN, and urban Indigenous organizations. The strategic directions contained here are imagined as a McMaster University campus-wide approach sustained by a broad network of institutional and other allies within and beyond the university. (PDF, 29 pages, McMaster University)
The Indigenous Health Learning Lodge (IHLL) – The IHLL at McMaster University works alongside the Faculty of Health Sciences towards creating a learning environment that is culturally safe – to work with humility to enable sustainable systems change and to advance the work around concepts of truth, reconciliation and anti-colonization with all aspects of Indigenous health and well-being.
Deyohahá:ge (Two Roads) Indigenous Knowledge Centre, at Six Nations Polytechnic is dedicated to bringing together two streams of consciousness – the ancestral Indigenous knowledge with the best of modern academic knowledge. Digital, and physical collections regarding Six Nations history and culture.
- SNP IK Centre Research and Resources (Website, Six Nations Polytechnic)
- SNP IK Centre Collection Catalogue (PDF, 55 pages, Deyohahá:ge (Two Roads))
Ohneganos, Ohnegahdę:gyo
An Indigenous water research program led by McMaster University Professor, Dr. Dawn Martin Hill. Part of their work involves producing a number of tools and educational resources for Indigenous communities to build resilience and empower youth.
- Ohneganos research guide (Open access PDF, 21 pages, McMaster University)
Ohneganos digital story bank for educator use (YouTube Video Collection, Digital Stories, Ohneganos Ohnegahdę:gyo)
Woodland Cultural Centre
With over 50,000 artifacts in the Museum collection, the Centre is one of the largest facilities in Canada managed and administered by First Nations. The Woodland Cultural Centre offers a variety of virtual tours, education programs, and workshops that provide interested visitors with the opportunity to learn about an assortment of topics covering the past, present, and future of Southern Ontario’s First Nations Peoples. Located on the grounds of the former Mohawk Institute Residential School in Brantford, Ontario.
- Tours, Education, and Workshops – (Website)
McMaster University Libraries
McMaster University Libraries have been working toward curating and creating a number of resources to support educators and students in their learning and research.
- Indigenous voices in McMaster University’s archives
McMaster University currently houses archival collections of: Basil Johnston, David Moses, and E. Pauline Johnson. Physical and digital collections available (Archives collection, Website) - McMaster Libraries – Videos Indigenous Studies
Inter-disciplinary video resources and modules for educator use on a variety of subjects related to, and created by Indigenous peoples (Video and module collection, Website) - McMaster Libraries: Indigenous studies – future history
Video series and modules for educator use: contemporary Indigenous peoples, Indigenous futures. (Video and module collection, Website) - McMaster University’s library guide – Indigenous history month digital display
Digitial collection including links to reading recommendations by Faculty; databases; features on McMaster authors. (Learning resources collection, Website) - McMaster University Health Science library Indigenous health resource guide
Health related reading lists and recommendations. (Learning resources collection, Website)
University of Saskatchewan Indigenous Studies research iPortal
Indigenous studies iPortal research tool (USask)
Searchable database of Indigenous Studies sources for researchers. Sign in through McMaster Library for full access. (Website, University of Saskatchewan)
Reconciliation
Education was a key site of colonization in Canada; as evidenced by the operation of the Residential Schools system from the 1830s through the closing of the Gordon Reserve Indian Residential School in 1996. For this reason, education was identified as an important area through which reconciliation must be addressed. As educators, and learners we all have a responsibility to work towards creating and maintaining just relations with Indigenous peoples.
Timeline of the Truth and Reconcilation Commission process
A brief timeline. (Webpage, CBC News)
TRCs 94 calls to action
Learn more about the 94 Calls to Action, and the process of the Truth and Reconciliation Commission. (Webpage, CBC News)
SKODEN: teaching, talking, and sharing about and for reconciliation
In Skoden, instructors, staff, and administrators consider how to decolonize and Indigenize those aspects of post-secondary settings they are responsible for. (Open source textbook, Seneca College)
Calls to action accountability reports – Yellowhead Institute
(PDF’s, Yellowhead Institute)
Teaching tool: how do you like your Reconciliation? – Yellowhead Institute
Reconciliation teaching resources. (PDF, 2 pages, Yellowhead Institute, Toronto Metropolitan University)
Towards Decolonized Education
Decolonization refers to the interruption of, and un-doing of colonial Western supremacy by working towards balancing power relations between Indigenous, and non-Indigenous peoples. For teaching staff and faculty, this may mean researching for the first time the role that the academy or your discipline has played in the dispossession of Indigenous ways of knowing.
Decolonize the Academy – Western University
This video module and learning guide by the University of Western Ontario offers university instructors background information on the imperial and colonial roots of Westernized universities. The guide contains helpful resources and reflection questions that support instructors in more deeply engaging with the Decolonizing the Academy online learning module. (YouTube Video, length 34:27, Western University)
Decolonizing the Academy – learning guide
(PDF guide, Candace Brunette-Debassige, 11 pages, Western University)
Toward a Decolonizing Pedagogy – Western University
In this video, learners will be introduced to specific ways that colonialism shapes higher education and curriculum at various levels. The module will offer Indigenous perspectives on decolonial change and introduce instructors to four guiding principles that can help them start to move toward decolonizing their pedagogies by: increasing decolonial consciousness; reflecting on complex positionalities; engaging critical and relational pedagogies; and taking responsibility for ongoing lifelong (un)learning.
(YouTube Video, length 41.06, Western University)
Toward a Decolonized Pedagogy – learning guide
(PDF guide, Candace Brunette-Debassige, 13 pages, Western University)
Critical Indigenous perspectives on the sociology of education in Canada
A book that presents the historical and cultural factors that have shaped our current education system and examines the larger social trends that have contributed to present problems. (Open-source book, Toronto Metropolitan University)
Little Pine First Nation: 100 ways to Indigenize and decolonize academic programs and courses, by Shauneen Pete This list may be a helpful starting point for those who wish to act but are unsure where to begin. (Webpage article, 8 pages, University of Regina)
Decolonizing our practice – Indigenizing our teaching – This article is framed as a conversation around the topics of what decolonizing and indigenizing the authors’ teaching looks like from their varied backgrounds and contexts. (Scholarly article, by S. Pete et al., 13 pages)
Further Reading
Looking for course readings to assign? Check here for reading list suggestions by discipline.
McMaster Specific Resources
Accessibility and inclusion McMaster specific resources brings together a number of webpages and Pressbooks that have been developed specifically for McMaster educators in mind. These resources provide advice, guidelines, supports and best practices in creating accessible and inclusive content and learning spaces for diverse learners. It supports those who are just beginning their journey to design with accessibility in mind as well as those who are enhancing their practices.
Accessibility hub – McMaster created and curated resources related to accessibility in one place. It’s an excellent starting place for all things accessibility at McMaster University. (Website, McMaster University)
Forward with flexibility: a teaching and learning resource on accessibility and Inclusion – A comprehensive guidebook to support instructors, teaching assistants, and those in other educational roles in applying accessible education principles across teaching and learning contexts to enhance access for all (Open source, Pressbook, de Bie and Brown, McMaster University)
Accessible digital content training – Contains open-access text, image, and video-based training modules for creating accessible content within digital environments. This includes using content authoring programs such as the Microsoft Office 365 suite and Pressbooks platforms. (Open source, Pressbook, by Blackwood and Brown, 65-pages, McMaster University)
Library accessibility services resources for instructors – Library Accessibility Services works closely with instructors to obtain, create and/or provide alternate format course material for SAS accommodated students. The webpage includes links to resources available to instructors to convert course materials. (Webpage, McMaster University)
Caption options at McMaster – Quick resources that outlines several methods for generating and correcting captions on video and audio files. (Webpage, McMaster University)
Accessible teaching techniques – This module explore models of accessibility, reflects on accessible practices and applies the tenants of Universal Design for Learning to different teaching scenarios. (Module, MacPherson Institute, McMaster University)
Other Accessibility Resources
Other accessibility resources is a section that shares tools, guidelines, frameworks and best practices from a variety of organisations, higher education institutions and research grounded upon the key tenants of anti-oppression, critical disability studies and inclusive pedagogical practices.
Educator’s accessibility toolkit – This website gathers Ontario-focused resources related to higher education and accessibility in one place. (Webpage, Council of Ontario Universities)
Identifying the essential requirements of a course or program – This guide outlines criteria for identifying and evaluating the essential requirements of courses and programs in the context of accommodating students with disabilities. (2-page PDF, Council of Ontario Universities)
SCULPT – A framework for creating accessible media. (Webpage, Worcestershire, UK)
Universal design – best practices for online learning: annotated bibliography – An extensive collection of academic articles and practical resources, with descriptive annotations. (Webpage, University of Guelph)
Designing an accessible online course – This toolkit comprises a series of concise explanations of different aspects of accessibility and course design and includes relevant resources. It covers designing accessible course materials such as PDFs, word-processing documents, slide presentations, and videos, as well as issues in running accessible video meetings. (Toolkit, University of Arkansas)
Online course accessibility checklist – This helpful guide for designing online courses includes tips, techniques, and a checklist for ensuring accessibility in an online class. (PDF, 38 pages, North Carolina Community College)
Blackboard ally – The Blackboard LMS has developed a free tool that performs document conversion; accepts PDF, DOC, DOCX, PPT, PPTX, HTML and outputs to tagged PDF, electronic Braille, audio MP3 and other formats. (Website, Blackboard)
Critical design lab – A multi-disciplinary and multi-institution arts and design collaborative rooted in disability culture, with numerous materials and toolkits related to teaching/ pedagogy and protocols in addition to project descriptions. (Website, by Hamraie et al.)
The science of inclusion: making our lab-based courses more inclusive – This pressbook is meant to provide general guidance on enhancing the accessibility of lab-based courses, with a particular focus on supporting the learning of students with physical disabilities. (Open source, Pressbook, by MacLean et al., University of Ottawa)