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The grace of the speakers in the face of their own discomfort is something I have seen many times over among colleagues and fellow students; while it is a beautiful example of generosity, it is not okay. These students are shouldering their own emotional work and that of everyone else in the class--including instructors--to be able to enter these spaces.

I also appreciated a later speaker's sentiment regarding the need for greater supports for male students in particular. I wholeheartedly agree that strong mentorship in this area should be carefully considered.

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Two ideas stood out to me, both shared by the student who speaks first in the video.

1. The importance of trust

The student talks about how putting her on the spot as the voice for Indigenous people is a source of discomfort. She points out, however, that it isn't because she is not interested in sharing her experience or point of view, but rather the feeling of being tokenized, rather than being asked with authenticity and genuine interest in what she has to share. The student further state that it is the absence of trust that fails her, knowing that her voice is welcomed and supported within the classroom, that is missing.

2. The absence of positivity

The student shares the repeated sense of negative feelings as she leaves her classes. One reason she notes is the focusing on the traumas of the past, with little to no regard to the hopeful and empowering acts of beauty and resistance. To me, this is a call for action to all instructors, to make sure that we honour those who have suffered while we celebrate the strengths and beauty the prevails nonetheless. Our Indigenous students should leave our classes with hope and inspiration.

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What stood out to me were comments on trust and relationships. One student spoke about being able to have deeper conversations when others in the classroom were also there to learn and engage, and building relationships with professors over time. I am thinking about what it takes to hold this space for trust and relationships to develop, and wondering how others may have navigated large classes or other factors that might make this more challenging. I am curious about the classroom agreements mentioned in the article shared with us, i.e., how others have applied these in their classrooms, outcomes for students.

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One of main questions I am grappling with (as a settler faculty member), that also came out of the student interviews is about classroom facilitation of discussions between and among Indigenous and non-Indigenous students. The role of introducing content and leading a critical interrogation of settler colonial violence is different for Indigenous and non-Indigenous students, and this is a difficult gap to bridge in the classroom. 

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One of main questions I am grappling with (as a settler faculty member), that also came out of the student interviews is about classroom facilitation of discussions between and among Indigenous and non-Indigenous students. The role of introducing content and leading a critical interrogation of settler colonial violence is different for Indigenous and non-Indigenous students, and this is a difficult gap to bridge in the classroom. 

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Thinking back on the many voices and stories shared, two intertwining threads emerged for me: 1. How you can not have these conversations without people, and with that, how readiness, willingness, and awareness can prime people to have meaningful and nuanced conversations, and 2. How professors and teachers can facilitate space and give time to these conversations within classrooms in a way that is respectful, so that no students feel singled out or put upon.

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The two pieces that stood out for me are the skill required to facilitate difficult conversations with care, (how we can offer professional development around this for non-Indigenous faculty) via the quote about "a lack of awareness ...in discussing colonialism and Indigenous topics in a way that does not cause harm." and the students who talked about the important of skilled facilitation, confidence , listening and drawing on different perspectives. Faculty choosing shutting down and calling in appropriately. The other part that struck me was the danger/risk to Indigenous students in actively seeking to recruit more Indigenous students without addressing the structural barriers in administrative processes and curriculum and teaching first/concurrently.

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Many notes stood out, I appreciate the need for “strength-based conversation,” the charge to “do the research,” “acknowledge positionality” always striving to build trust and relationality in the classroom. I’m reminded that pedagogy needs to parallel engagement with the way the institution operates,” addressing ongoing material barriers, but also dismantling “lexicon that is utilized, that isn’t necessarily compatible with Indigenous perspective.” Be glad to talk more on facilitation.

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Many notes stood out, I appreciate the need for “strength-based conversation,” the charge to “do the research,” “acknowledge positionality” always striving to build trust and relationality in the classroom. I’m reminded that pedagogy needs to parallel engagement with the way the institution operates,” addressing ongoing material barriers, but also dismantling “lexicon that is utilized, that isn’t necessarily compatible with Indigenous perspective.” Be glad to talk more on facilitation.

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Respect, trust and building relationships

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Respect, trust and building relationships

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Thank you for this space. After watching the clip, I reflected on my privilege as an immigrant settler and my presence in the classroom as a fellow student alongside Indigenous peers. What stood out to me was the courage of these individuals to share their lived experiences for positive change; that trust and respect help create safer spaces to critical dialogue and sharing. I intend to listen to people's stories, to pay attention to my surroundings, and to commit to anti-oppressive practices in and out of the classroom/work setting.

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Two themes resonated with me. The first is the importance of reflexivity. I try to do this in the classroom to be open about my background and knowledge, and let students know they can share their own reflexivity if they would like to. The other theme that resonated with me was from the reading. "There is a disconnect between policy around Indigenous initiatives and the actual experiences of Indigenous peoples which the 2020 ISP seeks to reconcile..." This made me very curious about what and where the disconnect is, and how this is being experienced by people. If we can pinpoint the areas of disconnect or frustration, then how could we make changes to resolve that disconnect?

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Welcome to the February 2024 Classroom Climate: Holding Indigenous Topics With Care in the Classroom pre-session Padlet.

Please take a moment and reflect on the prompts at the top of the page, located under the Padlet title.

To do so, please click on the yellow circle with the "+" sign, type away, and hit "Publish" when you're finished. You will have the opportunity to comment on other participants' responses and share in your responses.

Please be respectful of each other and enter into these reflections with an open mind and an open heart.

Can't wait to meet you all soon!

With Care,

Sam & Hannah