Introduction

This summer, I had the privilege of leading INDG 1011: Introduction to Indigenous and Settler Encounters at Carleton University. Over six intensive weeks, we delved into the intricate and profound narrative of Indigenous and settler encounters in so-called Canada. Drawing on academic disciplines like Indigenous Studies, Critical Canadian Studies, Settler Studies, History, and Legal Studies, the course aimed to provide students with a foundational understanding of the historical and contemporary encounters that have shaped power dynamics throughout colonial times (which includes today). I really focused on teaching about settler responsibilities and complicity in the settler colonial project, choosing, as a settler, to deviate away from settlers teaching about Indigenous peoples as much as I could.

Setting the Academic Stage

We began this academic journey with carefully curated readings. Starting with “Why Say Settler” by Emma Battell Lowman and Adam J. Barker, we deepened our understandings of settler identity and colonialism in 21st century Canada, setting a robust foundation for further exploration.

As the weeks progressed, we explored historical overviews, treaties, policies, and the nuances of settler colonialism. John Borrows’ exploration of wampum and the Royal Proclamation offered a crucial legal perspective on treaty relationships. Students watched a large collections of short videos which really highlighted the unbalanced relationship between Indigenous peoples and settlers, including films by John Pilger, Thomas King, Kent Monkman, and Anishinabek Nation.

As the course approached its conclusion, we shifted our focus to reconciliation, resistance, resurgence, and future relations. John Borrows and James Tully’s work on transformational resurgence and reconciliation ignited contemplation on collaborative Indigenous-settler relationships. Leanne Betasamosake Simpson’s profound analysis in “As We Have Always Done” and her calls for radical resurgence which centres Indigenous peoples challenged traditional narratives. Then we finished of the semester with discussions on Eve Tuck’s collaborative Indigenous research and Adam Barker’s work on establishing respectful alliances.

Shaping My Teaching Philosophy

At the core of my teaching philosophy lies a strong emphasis on active engagement and meaningful discussion as primary teaching methods. I firmly believe that repeating material in essays isn’t as valuable as fostering genuine understanding and critical thinking. To embody this belief, I chose to allocate the majority of the course lectures and discussion groups to open and honest conversations about the material and lived experiences of the Indigenous students who chose to share their stories. This approach emphasizes dialogue and engagement, encouraging students to delve deeply into the subject matter through active involvement.

Twice a week, it was an absolute joy to join the students online and to hear what they thought of the material and how they related to it. At times, students reacted emotionally to videos especially those on the 60s scoop, the Oka Crisis, and MMIWG2S. Many students commented on how they never knew any of this before this summer, and they were angry that it was never taught in their schools. But it was a short clip from John Pilger’s Utopia, that challenged them to really confront what it means to be a settler. Watching interviewees respond to Pilger’s questions about why Aboriginal and Torres Strait Islanders might not want to celebrate Australia Day, students were appalled by the racism and stereotypes that were perpetuated. They made parallels with Canada Day and why many Indigenous peoples refuse to celebrate a settler colonial country. Indeed, it was the videos that often sparked the most conversation, as students worked hard to understand and address the injustices, lack of equality, and uneven power dynamics that exist in Indigenous peoples and settler relations.

Embracing Indigenous Teaching Methods

Given the nature of the course, focusing on relations between Indigenous peoples and settlers, I consciously adopted an Indigenous teaching method as a decolonializing practice within the classroom as it seemed fitting. This approach aimed to create a respectful and inclusive space for dialogue and reflection. By employing this method in the synchronous lectures and discussion groups, I sought to honor Indigenous perspectives and encourage holistic learning.

Demonstrating Learning through Engagement

Students demonstrated their understanding and learning through various means such as groupwork, live discussions, and asynchronous dialogue in Brightspace forums. The success of this approach was evident in the remarkable performance of the students who excelled in the class. Their dedication to truly learning the material, engaging with their peers and myself, and surpassing expectations in the discussion forums stood as a testament to the efficacy of this teaching philosophy.

Fostering Meaningful Dialogues

One of the most rewarding outcomes of this teaching approach was the safe and supportive environment it fostered. Many Indigenous students felt comfortable enough to share their personal experiences regarding racism, oppression, settler colonialism, and the legacies of residential schools and the 60s scoop with their non-Indigenous peers. These perspectives enriched our collective understanding and facilitated empathetic dialogues that wouldn’t have been possible with a different teaching method.

Fostering a Nurturing Learning Environment

The other day I received feedback from my students, weeks after we have finished the course, and their responses fill me with deep gratitude. Among their comments, students noted that I made them feel safe and welcome, and free to ask difficult and emotional questions. Creating a nurturing environment where they felt at ease and safe was of utmost importance to me. I aimed to ensure they could engage with the course material without unnecessary stress. Their comfort and openness were vital in making this course a transformative experience.

I focused much of my efforts to understanding and empathizing with students as they navigated complex concepts and learned about the systems they have inherited. Teaching a subject as intricate as Indigenous and settler encounters necessitates both expertise and empathy. Addressing the challenges students faced underscored my commitment to their success and growth.

Encouraging Active Engagement

A student actually highlighted the importance of active engagement, a principle I hold dear in my teaching philosophy. Encouraging students to actively participate in discussions and interactions made the learning experience more immersive and memorable. Their involvement was key to internalizing and analyzing the material effectively.

Going the Extra Mile

Finally, another student commented on the dedication I poured into my role as an educator. Structuring the course effectively for a condensed summer format and being highly responsive showcased my commitment to providing exceptional support. Going beyond the expected was my way of ensuring an enriching learning journey for every student.

Reflecting on the Journey

In conclusion, guiding INDG 1011 at Carleton University was a profoundly enriching experience. The positive feedback from my students validates the effort I invested in creating a supportive, understanding, engaging, and nurturing learning environment. Their words of appreciation have left an indelible mark on me, reaffirming my dedication to fostering growth and understanding.

As I reflect on this intensive summer course, I carry with me the knowledge that I made a meaningful impact on the students. They gained a comprehensive understanding of Indigenous and settler relations in Canada, a critical perspective on our nation’s colonial history, and an appreciation for the ongoing struggle for justice and resurgence. Here’s to more transformative courses that inspire and empower students to navigate the intricate fabric of our society, and the hope that they will continue on to reshape the world we live in.