Cedar, Tea and Stories: Two Indigenous Women Scholars Talk About Indigenizing the Academy

  • Elizabeth Brulé Queen's University
  • Ruth Koleszar-Green York University

Abstract

In an effort to redress the educational needs of Indigenous peoples as part of the Truth and Reconciliation Commission of Canada’s call to action (2015), two Indigenous colleagues, Elizabeth Brulé and Ruth Koleszar-Green, came together to engage in a collective reflection on what Indigenizing the curriculum has meant to each of them. Through a collective dialogue that affirms that knowledge is created through our individual and collective storytelling, they discussed the challenges and successes that Indigenous women have encountered in their attempts to indigenize the curriculum over the past decade in the province of Ontario, Canada. Collaborative work such as this has not only provided them with an enriching intellectual and collective experience but has also given them cause for hope in their pursuit for truth and reconciliation. Through this collective dialogue, issues of Indigeneity, pedagogy, reconciliation and sisterhood are discussed. 

Author Biographies

Elizabeth Brulé, Queen's University
Elizabeth Brulé is an Assistant Professor in the Department of Gender Studies at Queen’s University, specializing in the field of comparative sociology in higher education with an analytic focus in critical pedagogical approaches to learning and alternative research methodologies, including Indigenous and anti-racist research methods and Institutional Ethnography.
Ruth Koleszar-Green, York University
Ruth Koleszar-Green is an Assistant Professor in the School of Social Work at York University. She is a citizen of the Haudenosaunee Confederacy. She is from the Mohawk Nation and is a member of the Turtle Clan. She has a PhD from OISE in Adult Education and Community Development, an MSW and a BSW from Ryerson.
Published
2019-04-01
Section
Postcolonial Responses