Indigenous Post-Secondary Institutes in British Columbia, Canada: Exemplars of Indigenous Control over Indigenous Education

Indigenous post-secondary institutes are a significant topic of study when considering learners, knowledges, and self-determining efforts in places higher education. Profiling three these British Columbia, this article describes the promises challenges they experience weaving knowledges into academy. Using Western theory to support case design, semi-structured interviews were conducted with 22 participants including Elders, academic leaders, instructors, staff, current/former students. Four prominent themes emerged regarding institutes: (1) Elders have core role supporting integration (2) impact identity sense belonging academy, (3) lead partnership relationship building, (4) demonstrate resiliency despite systemic challenges. This offers an important understanding how exemplify control education while simultaneously modelling decolonization reconciliation