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Indigenous Education

OISE is a leader in Indigenous education and among the first Canadian faculties of education to prioritize Indigenous values and educational research following the signing of the Accord on Indigenous Education by the Association of Canadian Deans of Education (ACDE) in June 2010. The accord was developed to create a respectful and inclusive education curriculum that reflects the needs of Indigenous peoples. 
 
Here is a brief introduction to some of the Indigenous education initiatives at OISE:

OISE Dean's Advisory Council on Indigenous Education

In January 2017, OISE announced the creation of the Dean's Advisory Council on Indigenous Education (DACIE). The Council was established following consultations with OISE's Indigenous faculty with an interest to meet on a monthly basis to provide advice as a collective on Indigenous education initiatives.

The Indigenous Education Network (IEN)

Since 1989 the Indigenous Education Network (IEN) of students, faculty and community members who share a common commitment to and passion for Indigenous education and research have provided an Indigenous presence at OISE and a forum for ongoing and dynamic discussion, action and change. The Indigenous Education Network:

  • supports students and their study interests in Indigenous education;
  • advances education research on Indigenous issues;
  • actively encourages the development of Indigenous curriculum; and
  • collaborates with campus and community groups to strengthen initiatives related to our mission.

The IEN hosts a lecture series and events as ways for Indigenous and non-Indigenous students to get to know one another, establish relationships and friendships and stay up-to-date on events that are taking place at the IEN, at OISE and across the University of Toronto. 
 

Teaching

Infusing the history and traditions of First Nations, Métis, Inuit and Native American cultures, information about the challenges facing Aboriginal communities today, and curricula for incorporating this information into all levels of education is central to OISE's Indigenous Inititiaves. Examples include: 

  • MOOC – OISE’s first massive open online course, Aboriginal Worldviews and Education has enrolled more than 25,000 students from around the world enrolled.  This course marked a great professional development opportunity for participants to develop a deeper appreciation and respect for the histories, cultures, values, and contemporary realities of Indigenous peoples.
     
  • Deepening Knowledge Project – The Deepening Knowledge Project seeks to infuse Indigenous peoples' histories, knowledges and pedagogies into all levels of education in Canada.  
     
  • Graduate courses at OISE include:

Indigenous Healing and Counselling in Psychoeducation
Land-centred Approaches to Research and Community Engagement
Indigenous Maternal Pedagogies: Teaching for Reconciliation
Indigenous Worldviews: Implications for Education
Race, Indigeneity, and the Colonial Politics of Recognition
Race, Space and Citizenship: Research Methods
Centering Indigenous-Settler Solidarity in Theory and Research

Research

Many faculty at OISE address Indigenous issues in their research. Some examples include:

  • Indigenous students’ access and experiences in post-secondary education
  • Social movements and approaches to decolonization 
  • Sociopolitical dimensions of Indigenous mental health
  • Racism and colonial politics of state recognition
  • Land-centered approaches to language, literacy, and curriculum
  • Ethical representation of Indigenous knowledge in digital spaces
  • Indigenous maternal pedagogies and identity formation

OISE Indigenous Faculty

Our Indigenous faculty members are available to offer support, advice and answer questions on matters relating to academics and research. 

Contact

For general inquiries regarding Indigenous initiatives at OISE, please contact Julie Blair, Indigenous Education Liaison

 

Former OISE Indigenous Faculty

Dr. Suzanne L. Stewart, PhD, C. Psych
Suzanne.Stewart@utoronto.ca
Twitter: @SuzanneLStewart

Picture of Doctor Suzanne Stewart

Suzanne is a member of the Yellowknife Dene First Nation. She is a mother of four children. She is a psychologist and a former Associate Professor of Indigenous healing in Counselling Psychology at OISE/University of Toronto, where she was also Special Advisor the Dean on Aboriginal Education and the Chair of the Indigenous Education Network.

Research and teaching interest includes Indigenous mental health and healing in psychology (homelessness, youth mental health, identity, and work-life development), and Indigenous pedagogies in teacher education and higher education and psychotherapy practice/training. She is also Chair of the Aboriginal Section of the Canadian Psychology Association and is committed to advancing Indigenous healing issues through the discipline of psychology.

Media Appearances:

OISE: Professor Suzanne Stewart on Aboriginal Education

Place-Based Learning in Aboriginal Communities

First Nation Transitions to Post-Secondary

Should Kids Really "Follow Their Dreams"?

 

Dr. Jean-Paul Restoule, PhD
JeanPaul.Restoule@utoronto.ca

Picture of Doctor jean-Paul Restoule

Jean-Paul Restoule is a member of the Dokis First Nation. He is a former associate professor of Aboriginal Education at the Ontario Institute for Studies in Education of the University of Toronto. He has been a member of OISE’s Indigenous Education Network since 1998 and was a co-chair of the network for 7 years. He co-founded SAGE Ontario, a peer support group for graduate students whose research involves Aboriginal communities, and is an original member of the OISE working group to infuse teacher education with Aboriginal perspectives called Deepening Knowledge, Enhancing Instruction.

He’s contributed to research on urban Aboriginal identity, HIV prevention messaging in Aboriginal communities, access to post-secondary education for Aboriginal people, and curriculum development with Aboriginal perspectives.

Media Appearances:

Aboriginal Education and The Changing Aboriginal Population

Issues for Teachers: Chapter 4