Beyond the “Indigenizing the Academy” Trend: Learning from Indigenous Higher Education Land-Based and Intercultural Pedagogies to Build Trans-Systemic Decolonial Education.

Given the UNDRIP’s assertion of Indigenous Peoples’ rights to their education and knowledge systems, in wake Truth Reconciliation Commission Canada’s calls action, many Canadian Universities are considering “Indigenizing Academy.” Yet, meaning such undertaking remains be clarified. This article explores trans-systemic approaches as a possible avenue for Academy,” and, more specifically, what higher programs institutions can contribute approach education. Considering two existing models I encountered my doctoral research, namely Intercultural developed Andes (García et al., 2004; Mato, 2009; Sarango, Walsh, 2012), land-based pedagogy North America (Coulthard, 2017; Coulthard & Simpson, 2016; Tuck 2014; Wildcat 2014), argue they present elements that would allow us re-think frameworks which engage with systems mainstream academy. What could learned from principles practices these philosophies articulate into academy ways foster solidarity mutual understanding between non-Indigenous people?