Decolonizing Sustainability through Indigenization in Canadian Post-Secondary Institutions

Sustainability discourse indicates a need to reconsider our approaches social, economic, and environmental issues because, without deep transformation, global human survival is in jeopardy. At the same time, post-secondary education institutions Canada are Indigenizing their settings but have rarely taken up sustainability Indigenization as related concepts. In this research, participants delivering Indigenous programming ten colleges universities across contributed insights on relationships between worldviews territories institutions. The five key findings that emerged from study are: (1) based belief sacred, which orients knowledges responsibilities for sustaining life Earth; (2) expressed function of tradition linking identity with culture, language, health; (3) entrenching throughout sustain cultural identity; (4) national international standards supporting self-determination primary drivers inclusion advance underlying principle sustainability; (5) holistic learning includes aspects sustainability.