Decolonizing the Higher Education Curriculum: An Evaluation of Incorporating Indigenous Ways of Knowing and Pedagogy

Abstract

This study employed a quasi-experimental, mixed-methods design utilizing a two-eyed seeing approach that foregrounds Indigenous principles of respect, reciprocity, relevance, and responsibility (Kirkness & Barnhardt, 2001). With the focus of creating community in the higher education classroom, the curriculum was designed to enhance Indigenous values of interpersonal connection, collaboration, and interdependence. In support of fostering Indigenous ways of knowing, a Knowledge Holder worked with the researchers on curriculum design and delivery. The Indigenous curriculum is presented in detail. A total of 92 students in the Bachelor of Social Work program at a southwestern Ontario university participated in the study. Overall, quantitative and qualitative results suggested that the Indigenous pedagogy was associated with increased students’ satisfaction and connectedness to the material and their peers, and greater self-reflection.

Keywords

• Indigenous pedagogy
• curriculum
• decolonization
• social work
• higher education
• two-eyed seeing