Decolonizing and Indigenizing Education in Canada by Sheila Cote-Meek and Taima Moeke-Pickering

Abstract

Reviewed by: Decolonizing and Indigenizing Education in Canada by Sheila Cote-Meek and Taima Moeke-Pickering Amy Farrell (bio) Decolonizing and Indigenizing Education in Canada by Sheila Cote-Meek and Taima Moeke-Pickering Canadian Scholars Press, 2020 SHEILA COTE-MEEK AND TAIMA MOEKE-PICKERING'S edited book Decolonizing and Indigenizing Education in Canada responds to the Truth and Reconciliation Commission's Calls to Action (2015). In the introduction, Cote-Meek posits "how we can bring about sustained transformative change to the post-secondary educational system" (xi). Cote-Meek also asks specific questions around envisioning (xvii), as well as making recommendations for decolonizing the academy, emphasizing that the process must have a foundation on "building relationships" (xviii). Yet, all of these hopes and recommendations for change will be futile if there is no action: she writes, "there needs to be action. Without movement or meaningful action, responding to the TRC will not amount to change" (xvii). The sixteen chapters (including the introduction), interspersed with poignant and powerful personal narratives and anecdotes to support various authors' arguments and truths, provide a broad view of the various challenges and hopes for decolonization and Indigenization within postsecondary education. The discourses throughout this edited book also touch upon themes of resurgence, Indigenous pedagogy and knowledge systems, reconciliation, transformational change, resurgence and recentering, relationship, and holism and well-being as significant factors necessary within the decolonization and Indigenization process of the academy. As indicated in the introduction, readers are carried through themes of Indigenous epistemologies in the first six chapters and themes of decolonizing postsecondary institutions within the remaining nine chapters. The strength in this edited collection lies in its capacity for demonstrating the act of creating and claiming its own space in which to discuss these important issues—Kaleimanoowahinekapu Gall and Holmes, and Fiola and McKinnon, for instance, speak on these very topics. These acts of creating and claiming space(s) are echoed throughout the book. In what is the most significant facet of the anthology, the personal narratives shared throughout the chapters carry within them the strength needed to not only make for relatable personal narratives but to bring them together in a collective voice. Patricia McGuire advises on this challenge, [End Page 185] stating that "writing must be done with caution," clarifying that "Indigenous knowledge(s) are at risk" should they become "a fragmented dialogue" (27). Indeed, this edited collection of voices itself echoes the ways in which we Indigenize academy through the very texts we read and assign within our courses. It demonstrates what acts of resilience can look like and remind us, as Michelle Coupal states, to "listen to our hearts and listen to teachings, as truth can be found in both" (215). Some of the stories share brutal truths concerning experiences in postsecondary institutions, not simply for the sake of sharing some of the harsh realities that students and faculty experience in the academy but also as an act of resilience and to ask what can be done, what must be done, and what has been done to make necessary changes. The discussions of decolonization and Indigenization of the academy that come with these stories are imbued with undertones of hope. What would drive Indigenous members in academia to do so much of this work if there were not the possibility to improve the postsecondary experience for Indigenous peoples? Nevertheless, as Donnan, Aitken, and Manore point out, as this work of decolonization and Indigenization within the academy is undertaken, especially when there are few Indigenous faculty involved, postsecondary institutions must pay attention to "what is, and what is not, Indigenization, and who should participate in Indigenizing processes" (195). The voices from the authors in this book provide opportunity for reflection and contemplation on these very issues. Coupled with biographies of the authors at the end of the book, all authors include a situation or location of self within their chapter, either as its own subheading or, more rarely, blended into their chapter text—an important aspect in providing cultural and familial perspective. The editors' intention to make the book applicable across graduate courses and programs in a variety of faculties is evident in the prepared discussion questions and glossary provided...