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Weaving Indigenous Knowledge Into the Academy: Promises and Challenges from the Perspectives of Three Aboriginal Post-Secondary Institutes in British Columbia

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Weaving Indigenous Knowledge Into the Academy: Promises and Challenges from the Perspectives of Three Aboriginal Post-Secondary Institutes in British Columbia WEAVING INDIGENOUS KNOWLEDGE INTO THE ACADEMY: PROMISES AND CHALLENGES FROM THE PERSPECTIVES OF THREE ABORIGINAL POST-SECONDARY INSTITUTES IN BRITISH COLUMBIA by RHEANNA ROBINSON B.A., The University of Northern British Columbia, 2001 M.A., The University of Northern British Columbia, 2007 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Educational Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) March 2016 © Rheanna Robinson, 2016 Abstract This study examines the promises and challenges of integrating Indigenous Knowledge (IK) into the academy from the perspectives of Elders, leaders, students, staff, and instructors from three Aboriginal post-secondary institutions in British Columbia. Using a case study method and an Indigenous and Western theoretical foundations, this research shares the perceived successes, limitations, and the challenges the Nicola Valley Institute of Technology (NVIT), the Wilp Wilxo'oskwhl Nisga’a Institute (WWNI), and the former Cariboo Chilcotin Weekend University (CCWU) program face, or have faced, in the integration of IK. Also included in this study are perspectives from individuals from one mainstream, non-Aboriginal institution, the University of Northern British Columbia (UNBC). Topics explored through the research are the following: a) challenges and benefits of integrating IK in three Aboriginal institutes and how the integration of IK at the academic level in Aboriginal institutions impacts and benefits students, staff, and the local community; b) the challenges and benefits of partnerships with mainstream institutes; and c) the formal policies and/or lack of formal policy for Aboriginal institutes. As a result of the research, emerging themes include: Elders have a core role in higher learning; the integration of IK at a post- secondary level impacts higher learning; Aboriginal post-secondary institutes have taken the lead in building partnerships with post-secondary institutes; and Aboriginal post-secondary institutes demonstrate resiliency despite systemic challenges. To represent my position as a Métis scholar I present my findings through the framework of the Métis Sash that represents through its colour and design the integration of key concepts and findings from the study. ii Preface An earlier version of pages 46 - 57 in Robinson, R. (2007) Education Transformation: Issues for Implementing an Aboriginal Choice School in Prince George, B.C Unpublished MA, University of Northern British Columbia, Prince George, BC is included in this dissertation as pages 37 – 47. Ethical Approval for interviews was received from The University of British Columbia, Office of Research Services and Administration, Behavioural Research Ethics Board, Certificate Number H12-02355. I was the lead researcher for this study and was responsible for all academic and non- academic research approvals and engagements. Some transcribing was completed through the assistance of individuals the through the Computer Assisted Telephone Interviewing Lab at the University of Northern British Columbia. iii Table of Contents Abstract…. ...................................................................................................................................... ii Preface…….................................................................................................................................... iii Table of Contents ........................................................................................................................... iv List of Tables ................................................................................................................................. ix List of Figures ................................................................................................................................. x List of Acronyms and Abbreviations ............................................................................................. xi Acknowledgements ....................................................................................................................... xii Dedication… ................................................................................................................................ xiii Chapter 1: Introduction to Using the Métis Sash to Present the Role of Indigenous Knowledge in Three BC Aboriginal Post-Secondary Institutes ........................................................... 1 Situational Background ....................................................................................................... 2 Aboriginal Institutes............................................................................................................ 4 Locating Myself in the Research ...................................................................................... 11 My Family History. .......................................................................................... 12 The Impact of Higher Education. ..................................................................... 13 Significance of Identity. ................................................................................... 17 Purpose of the Study ......................................................................................................... 18 Research Questions ........................................................................................................... 19 Introduction to My Theoretical and Methodological Framework .................................... 21 Métissage. ......................................................................................................... 21 Privileging the Indigenous Voice. .................................................................... 24 The Métis Sash as a Methodological Framework. ........................................... 25 Insider Research. .............................................................................................. 29 Case Study Design. ........................................................................................... 30 iv Secondary Sources. ........................................................................................... 32 Interviewing as a Method. ................................................................................ 33 Contribution to Filling the Knowledge Gap ..................................................................... 35 Outline of Dissertation ...................................................................................................... 35 Chapter 2: Selecting the Strands: Aboriginal Post-Secondary Policy and Institutional Design ... 37 What the Literature Tells Us ............................................................................................. 37 Aboriginal Institutes Consortium. .................................................................... 38 First Nations Education Steering Committee. .................................................. 39 Indigenous Adult Higher Learning Association. .............................................. 41 Aboriginal Education ........................................................................................................ 42 History............................................................................................................................... 43 Traditional First Nations Education. ................................................................ 44 Mission Schools. ............................................................................................... 46 Residential Schools. ......................................................................................... 48 Education by and for First Nations ................................................................................... 53 Higher Learning. ............................................................................................... 56 Aboriginal Post-Secondary Institutes and Tribal Colleges and Universities. .. 57 History of Aboriginal Post-Secondary Policy in British Columbia. ................ 61 Aboriginal Post-Secondary Institutions and Partnerships. ............................... 66 Aboriginal Post-Secondary Institutes in British Columbia ............................................... 71 Nicola Valley Institute of Technology. ............................................................ 71 Wilp Wilxo'oskwhl Nisga'a Institute. ............................................................... 76 Cariboo Chilcotin Weekend University (CCWU) Program. ............................ 82 University of Northern British Columbia. ........................................................ 87 Themes from the Literature Review ................................................................................. 92 v Conclusion ........................................................................................................................ 93 Chapter 3: Placing the Threads: Theoretical Positioning ............................................................. 95 Theoretical Positioning ..................................................................................................... 95 Indigenous Theory. ........................................................................................... 98 Métissage as Research Praxis. ........................................................................ 105 Critical Theory ...............................................................................................................
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