Spotlight on SOTL: Indigenizing Principles of Decolonizing Methodologies in University Classrooms

This article is based on the following research article:

Louie, D., Poitras-Pratt, Y., Hanson, A. & Ottmann, J. (2017). Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms. Canadian Journal of Higher Education, 47(3), 16–33. https://doi.org/10.7202/1043236ar

As we approach the National Day for Truth and Reconciliation (September 30), many postsecondary educators may consider how they might adapt their practices to address this important day. The concept of “Indigenization” is gaining importance within Canadian universities as a means to address the historical marginalization of Indigenous knowledge systems. For university instructors, understanding how to integrate Indigenous principles into teaching is vital, not only to foster inclusive classrooms but also to support Indigenous students’ success. This month’s Spotlight on SoTL looks at how four Indigenous faculty members at the University of Calgary implemented principles of decolonization into their own teaching.

What did the researchers do and find?

This study, conducted by four Indigenous faculty members from University of Calgary, explores how principles of decolonization can be applied to university classrooms. Using the framework of Māori scholar Linda Tuhiwai Smith’s 25 principles of Indigenizing methodologies (see the 25 principles below), the researchers documented teaching practices that embody Indigenous values. Through a case study at the Werklund School of Education, they demonstrated how decolonizing pedagogies can address the marginalization of Indigenous students by incorporating Indigenous ways of knowing into course design, interaction, and evaluation. The study revealed that, while universities are beginning to hire more Indigenous scholars and integrate Indigenous content, structural barriers persist. The team advocated for a systemic shift toward embedding Indigenous principles, not just in content, but in the foundational practices of teaching and learning.

How might university professors use this in their own teaching?

University instructors can adopt the principles outlined in this study (see below) to create more inclusive and transformative learning environments. One approach is to integrate storytelling, a core Indigenous method of knowledge transmission, into lectures and discussions. This fosters connections between students and promotes deeper engagement with material. Instructors can also consider involving students in collaborative decision-making, particularly in evaluations, to honour Indigenous democratic traditions and reduce hierarchical power dynamics in the classroom. Incorporating rituals of negotiation for grading, as one educator in the study did, provides students with a more reflective and inclusive approach to learning assessment. Ultimately, by applying these decolonizing methodologies, university instructors can contribute to a more equitable and culturally responsive educational system.

Linda Tuhiwai Smith’s 25 principles of Indigenizing methodologies:

1. Claiming,
2. Testimonies,
3. Storytelling,
4. Celebrating survival,
5. Remembering,
6. Indigenizing,
7. Intervening,
8. Revitalizing,
9. Connecting,
10. Reading,
11. Writing,
12. Representing,
13. Gendering,
14. Envisioning,
15. Reframing,
16. Restoring,
17. Returning,
18. Democratizing,
19. Networking,
20. Naming,
21. Protecting,
22. Creating,
23. Negotiating,
24. Discovering, and
25. Sharing.