Wahkôhtowin We are all related

Indigenization Strategy 2017 NorQuest College Treaty 6 Acknowledgement

NorQuest College respectfully acknowledges that we are on the traditional lands, referred to as Treaty 6 Territory and that the City of and all the people here are beneficiaries of this peace and friendship treaty. Treaty 6 encompasses the traditional territories of numerous western Canadian First Nations, including Cree, Dene, Stoney Nakoda Sioux, Saulteaux, and Ojibwe, as well as Métis people. NorQuest College is dedicated to ensuring that the spirit of Treaty 6 is honoured and respected.

Contents

2 Introduction 5 the Seven Sacred Teachings: A Holistic Approach 11 Strategic Pathways Moving Forward 22 Summary: The Sacred Tree of Life 24 appendix A: Colleges and Institutes Canada – Indigenous Education Protocol for Colleges and Institutes Message from the Board Chair and the President

NorQuest College is renowned for its unique and inclusive learning environment. Our strategic plan outlines our commitment to improve lives, respond to the needs of our workforce, and enhance the health of the communities we serve. We are committed to an inclusive and student-centred education.

Within our halls one can find a flourishing cultural mosaic: Canada’s First Peoples, second and third generation Canadians, and new Canadians.

Canada’s Indigenous population is the fastest growing in our society. Edmonton is at the centre of this growth with the fastest growing urban Indigenous population in the country. And yet, this group remains the most under-represented in the workforce, here and across the nation.

To truly respect the processes of reconciliation and to assure that education—one of the most basic human rights—is available to everyone, we must learn to provide that education wisely and appropriately.

Wahkôhtowin is a Cree word that means “everything is related”. You may hear it spoken at NorQuest from time to time. It is this word, combined with other rich lessons learned from our students, partners, and friends that will help us understand that without NorQuest’s global community working together, we can achieve little to help those who want to succeed.

NorQuest College is providing that path. Our services and supports span the needs of culture, mentorship, finance, and companionship. And we have so much more to learn and offer. Our resident Elders, available to all NorQuest students, faculty, and staff, offer us regular reminders that wahkôhtowin is alive and well at our college. We will follow their knowledge and we will continue to forge new paths to create opportunities and prosperity.

Alan Skoreyko, Dr. Jodi L. Abbott, icd.d Chair, Board of Governors President and CEO

NORQUEST COLLEGE Indigenization Strategy 2017 1 Introduction

In Cree culture, the eagle provides an overall guiding vision in life. The eagle is always overhead, watching with great vision, and contemplating ways to look for balance in life. We rely on the eagle to be our guide and to provide us with the vision we need to act as good human beings.

At NorQuest College, the eagle will represent wahkôhtowin. It guides us forward and assists us in seeking reconciliation. The Cree wisdom teaching of wahkôhtowin shows us enlightened ways of interacting with all who share our community, and guides our work in an ethical manner.

Wahkôhtowin is a Cree word that roughly translates to “everything is related.” It is one of the basic principles of Cree Natural Law passed on from generation to generation since time immemorial. In fact, all Indigenous Peoples of North America have a similar concept: everything is interrelated. All of life, including all humans, are connected together in a complex web of relationships, and what happens to any one part of the web of life affects everything else.

It is important for everyone at NorQuest College to fully understand what wahkôhtowin means because it is a commitment we must make in our relationships with everybody and everything. Wahkôhtowin acts as our guide for life and living, and is kept alive through our interactions with students, stakeholders, community, and everything in our world. Through wahkôhtowin, our Indigenization Strategy becomes a living document as our employees demonstrate this wisdom through our relationships. It is important for us to understand that this knowledge and way of living is not meant to be owned, but to be shared with everyone in our community.

Canada is at a turning point in its history of healing our relationship with Indigenous Peoples. As a country, we are only now becoming aware of how out of balance and destructive the relationship has been between Indigenous Peoples and other Canadians. Among many other goals, the Truth and Reconciliation Commission1 challenges us all to take concrete and meaningful action that transforms the way post-secondary institutions understand, respect, serve, and include Indigenous Peoples, knowledge, and perspectives within the framework of In Cree culture, the our institutions. eagle is always overhead, watching with great vision and 1 truth and Reconciliation Commission of Canada. (2015). Honouring the Truth, Reconciling for the Future: Summary of the providing guidance. Final Report of the Truth and Reconciliation Commission of Canada. Retrieved from www.trc.ca.

2 ˆ{Fdq& Wahkôhtowin | We are all related Introduction

Miyo-wîcihitowin refers to the good relationships that we have with one another. If we are able to meet in a good way then something positive will be developed from these relationships. The positive relationships that NorQuest College has are guided by wahkôhtowin and if we are committed to this way of knowing then good relationships form naturally. Understanding that everyone and everything is related innately provides us with the opportunity to form ethical relationships. Our actions on campus and in our community will be done with miyo-wîcihitowin as we meet in good faith. This document reflects the commitment of our college to create and sustain a process of mutual learning and building in partnership with Indigenous Peoples. This will lead to the restoration of balance, mutual understanding, and respect between us all.

As an institution of higher learning, NorQuest College is deeply committed to respectfully representing the cultural foundations, historical experiences, richness, and strength of Indigenous capabilities, as well as to addressing the challenges faced by Indigenous learners, families, and communities in the context of Canada today.

We acknowledge there is much work yet to be done, and we need to continue on our journey of finding the healing path to restore balance. We have discovered that denial and minimization of past wrongs has only created deeper wounds. We understand it is imperative that we do the challenging work required to build new and healthier relationships.

NorQuest College is therefore making a concerted effort to focus on decolonization. Our Indigenization Strategy, grounded in Indigenous ways of knowing, utilizes Indigenous principles to guide our response to the Truth and Reconciliation Commission of Canada Report and its 94 Calls to Action. The commission’s report urges all levels of government to address the inequalities in public life and private institutions of education, health, commerce, and justice. We are all reflected in its findings, which clearly address how our interconnectedness has the Indigenous impacted the inequalities endured by Indigenous Peoples for far too long. We acknowledge Relations team inside and will strive to effectively address both the historical and contemporary injustices that have the Indigenous undermined the capacities of Indigenous Peoples to feel welcome, safe, and accepted within student centre. society, and to take their rightful place as full contributors and co-creators of our country. norQuest College’s annual Inclusion Fusion event is a fun example of how we are all related – wahkôhtowin in action.

NORQUEST COLLEGE Indigenization Strategy 2017 3 Introduction

We are wholeheartedly and deeply committed to investing ourselves in the process of reconciliation to make a positive difference in our lives, both today and for future generations. We are mindful that changes are necessary to support the decolonization process. One immediate step is to find ways to incorporate local Indigenous heritage, knowledge, worldviews, and approaches that influence and enhance all aspects of our learning environment: curriculum, policies, programs, services, and governance. Decolonization and learning for continuous improvement in our college will also support the creation of equitable achievement outcomes that assist us in identifying and eliminating existing inequities. We have learned that it is not just what we do that is important, but also how we do things, and how we are with each other as we are doing them.

The concept of wahkôhtowin grounds us in the realization that what hurts any of us, hurts all of us, and what honours and uplifts some of us, honours and uplifts us all. We also recognize that Indigenization grounded in the concept and vision of wahkôhtowin is something much deeper than cosmetic changes to a few programs and policies. Our organization must undergo a substantial transformative shift in what we do, how we do it, and what this means to our relationships with each other.

When speaking to Elders and other Indigenous Peoples including students, community members, and college alumni about what it really means to honour and fully live the concept of wahkôhtowin, it became clear that the safe path leading to healthy and balanced relationships between all of us is in the Seven Sacred Teachings. These are sometimes referred to as the Seven Grandfather Teachings. As with the concept of wahkôhtowin, the Seven Sacred Teachings are foundational to Cree traditions, but are also found in some form at the heart of traditional teachings of most Indigenous Peoples in Canada.

Indigenous students create a welcoming environment during International Development Week.

e lder Tony Arcand and NorQuest College alumna, Roxanne Stonechild.

4 ˆ{Fdq& Wahkôhtowin | We are all related The Seven Sacred Teachings: A Holistic Approach

1 Peyak: Respect Reconciliation is about respect. It requires the creation of new relationships and new understandings through miyo-wîcihitowin. We must engage in a process that is both reciprocal and balanced, and which includes our Indigenous as well as non-Indigenous students, faculty, and community.

Reconciliation within our college:

• respects Indigenous history, worldviews, and knowledge gained from our engagement with Indigenous Elders, experts, community representatives, families, and students

• authentically addresses the Truth and Reconciliation Commission of Canada: Calls to Action from the learner, faculty, staff, and leadership perspective; and

• ensures that leadership, staff, and faculty continue to learn from and respectfully engage Indigenous Elders, learners, and community members

2 Nîso: Courage Decolonization requires courage to learn and to teach the truths ignored or denied about the impact of colonization on Indigenous Peoples. It will take time to work with our Indigenous community so they can participate in creating teaching tools and materials that provide an accurate picture of Indigenous history, worldviews, and knowledge. NorQuest will continue to research best practices to enhance our current teaching and learning processes. Honouring and respecting the truth is the foundation of any healthy and sustainable relationship and learning process. It is our intent to be truthful about the history of Canada for all learners to understand.

A courageous curriculum must:

• acknowledge the contribution of Indigenous knowledge and be respectful of Treaty 6 territory

• be respectful of an Indigenous holistic approach to learning

• include Indigenous values such as humility, respect, and love n orQuest College is enriched by the cultural practices shared every year during National Indigenous Day.

NORQUEST COLLEGE Indigenization Strategy 2017 5 The Seven Sacred Teachings: A Holistic Approach

• contribute to the understanding of reconciliation, colonization, and decolonization to enhance relations between Indigenous and non-Indigenous Peoples

• ensure that Indigenous learners see themselves in the curriculum

• create new capacity for Indigenous and non-Indigenous learners to work respectfully and effectively in any community because of the inclusion of Indigenous knowledge

• contribute to the achievement and aspirations of Indigenous and non-Indigenous learners by using more than one worldview, and respecting the holistic perspective; and

• contribute to nation building, through the use of shared worldviews of our Indigenous and non-Indigenous communities, and by working together to create social, economic, and cultural development

3 Nisto: Truth Honouring and respecting the truth requires actively and fearlessly investigating reality in search of the truth—first about ourselves and then about the world around us. It also includes being open in mind and heart to recognize and accept the truth as it is discovered. Facing and acknowledging the truth about what has happened in the relationship between Indigenous Peoples and Canada is both fundamental and necessary for healing our relationships, decolonization, and reconciliation.

One important area in which seeing and acknowledging the truth is of vital importance is in student supports. For example, to support our students, it is necessary to be truthful about oppression and poverty. There are many systematic and often unconscious forms of oppression that Indigenous Peoples face within educational institutions. NorQuest is committed to identifying and transforming barriers faced by Indigenous learners. To ensure learners are successful, we must first acknowledge that all learners come with prior knowledge, talent, and skills, and we need to utilize these gifts. It is our responsibility to be a group of students taking part in a Blanket creative, flexible, and respectful of the gifts that every learner brings to the learning process. Ceremony.

Indigenous students benefit from a variety of supports at NorQuest College.

6 ˆ{Fdq& Wahkôhtowin | We are all related The Seven Sacred Teachings: A Holistic Approach

4 Newo: Honesty Honesty is the foundation of all healthy human relationships. Without honesty, the integrity, strength, and stability of our wahkôhtowin (the web of relationships to which we all belong) cannot be preserved; everything we attempt to do together will be undermined.

Our policies, procedures, and processes need to be aligned with our belief that all learners should feel safe, welcome, and comfortable within NorQuest College, and should be appropriately and effectively supported for student success. Honesty also calls us to look in the mirror, and to recognize there are ways of thinking and doing that persist within our college – things that need to change to advance our decolonization and reconciliation agenda. We need to consider things about ourselves, about the way we interrelate, about our policies and procedures, about our curriculum and programs, and about our governance and decision-making.

To move ourselves along this pathway, we are committed to learning about intercultural competencies and the history of power, privilege, and oppression that have affected our relationship with Indigenous Peoples. To succeed, we will need to humble ourselves to honestly review our policies, processes, and structures, as well as our patterns of thinking and interpretation, and ask ourselves if these are in the best interest of all learners. Then we need to respectfully tell each other the truth and act upon it together.

5 Nîyânan: Wisdom Wisdom can be understood as the living expression of all Sacred Teachings woven together. Seeking knowledge and understanding in all things, being loving and kind when it is difficult to do so, being prudent and careful in judgement, weighing everything in the balance of experience and in the light of wise teachings, being slow to blame and slower to sever relationships – all of these are expressions of wisdom. t he Community Dialogue on Reconciliation during National Indigenous Day celebrations at NorQuest College in 2017 sparked thoughtful conversations.

NORQUEST COLLEGE Indigenization Strategy 2017 7 The Seven Sacred Teachings: A Holistic Approach

When wisdom is applied to our decision-making and governance within our college, it calls for a conscious widening of who has a voice, and which perspectives are represented and respected. Specifically, we are determined to find ways to integrate Indigenous knowledge, wisdom, and perspectives within our decision-making processes. To accomplish this, we are committed to ensuring that Indigenous Peoples are participants at all levels of decision- making within our college and have a strong and influential role in shaping the ongoing development of NorQuest.

Our goal is not only for faculty and staff to have the wisdom required to influence and create respectful governance processes that reflect Indigenous knowledge and culture, but also that our entire NorQuest family will be increasingly aware of Indigenous values and perspectives. We must be open in mind and heart to integrate these values and perspectives into our collective thinking and the ongoing life of our college.

6 Nikotwâsik: Love The Sacred Teaching of Love is also sometimes referred to as caring. Love, in this sense, means reaching out with your heart to others with kindness and positive regard, helping and supporting as needed. Love requires that we rise above self-centredness and habitual attitudes of mind to understand and appreciate what others need. Love is giving of ourselves so that others may flourish and succeed.

The teaching of caring applies to everything that we do, but especially to how our college honours the respectful relationships that occur between learning and compassion. Due to Indigenous performers and RBC Indigenous generations of wrongdoings against Indigenous Peoples of Canada, many Indigenous students Mentorship students face poverty, low self-esteem, and have experienced oppression and rejection at almost every play an important role turn in their educational journey. Some are struggling with mental health and addictions at NorQuest College issues. Many have children of their own, and struggle daily with child care and transportation events and in everyday life on our campus. challenges. Certainly, other non-Indigenous students face similar challenges in their academic journey, but there is an abundance of literature that states a higher proportion of these r obin Tremblay, a Métis challenges exist among Indigenous students. In short, students facing these challenges often graduate of NorQuest need much more academic instruction or learning support. College’s Medical Office Administration program, now manages a busy medical clinic in Edmonton.

8 ˆ{Fdq& Wahkôhtowin | We are all related The Seven Sacred Teachings: A Holistic Approach

NorQuest College is committed to going the extra mile in providing as much support as possible. At the same time, we recognize that there are also many competent community agencies that are led by Indigenous Peoples that have the capacity to support our students on their journey toward success. It is our intention to work collaboratively with our community partners to offer the best possible combination of student supports and services tailored to the needs of our Indigenous learners.

7 Tepakohp: Humility Humility means knowing yourself as a sacred part of creation, but no better than anyone else, no matter what your accomplishments may be. Humility is thinking, acting, and speaking humbly, with great respect to every person, and in every circumstance. Humility asks us to remember that the tree holding the most fruit bows lowest to the ground. Humility guides us in our relations with others. A spiritual approach must be taken because a holistic perspective provides the view that spirituality cannot be separated from anything we do. Including a spiritual mindset will keep us grounded, and humble in our relationships and actions.

We recognize that we have much to learn on our journey of decolonization and reconciliation. That is why we are committed to creating a culture within our organization that is characterized by a humble posture of learning. NorQuest College will strive to create growth and continuous improvement in the process of Indigenization that challenges us to embrace new ways of thinking, learning, and doing. Crystal Thompson, For example, this strategy document is really only a record of where we are, at a certain moment a recent NorQuest College graduate, in our journey. We recognize that it must be a living document, and that as time goes on, we will is one of many continue to learn and our horizons will expand. Wherever that journey takes us, however, NorQuest Indigenous students College is committed to honouring Indigenous worldviews, more deeply understanding Indigenous who have found their pedagogies, and supporting the decolonization process as it unfolds within our college and in our voice at NorQuest.

country. Through all of this, we are learners finding our way. t ransition to Employment program student Kevin McDougal works as the social media coordinator for the Indigenous Construction Career Centre.

NORQUEST COLLEGE Indigenization Strategy 2017 9 The Seven Sacred Teachings: A Holistic Approach

Putting it all Together The Cree natural law concept of wahkôhtowin shows us that there is no “us and them.” All human beings are part of the same family; we are all interconnected. The history of the relationship between Canada and its Indigenous Peoples is clearly one in which our interconnectedness was broken and disrespected by the processes of colonization and oppression, patterns that carry on today in many subtle and not-so-subtle ways. The Truth and Reconciliation Commission challenged post-secondary institutions to create pathways leading to the transformation of the relationship between Indigenous Peoples and Canadian society. NorQuest College is responding to that challenge. Wahkôhtowin is our guide for understanding the integral relationships; however, wîcihitowin is how we conduct our relationships and the way we carry them out.

The Seven Sacred Teachings point the way to how we might work on restoring balance and mutual respect in our relationships. What we are learning is that the teachings need to be combined in their application. For what is honesty without respect, love, and kindness? What use is it to seek truth but lack the courage to honour it? As we apply the concept of wahkôhtowin and the Seven Sacred Teachings to the processes of improving student services, transforming policies and practices, integrating Indigenous knowledge and pedagogies into curriculum and programs, and strengthening our decision-making and governance processes, we find that all of the Seven Sacred Teachings need to be applied in each circumstance. We are just beginning to learn how to do this, but we are committed wholeheartedly to the journey.

The following sections outline specific steps that we have already taken, as well as strategic goals and lines of action that we are committed to pursue in the months and years ahead.

o range Shirt Day brings the NorQuest College community together in the spirit of reconciliation and solidarity.

10 ˆ{Fdq& Wahkôhtowin | We are all related Strategic Pathways Moving Forward

Our Vision and Commitment NorQuest College will become a champion and facilitator of mutual understanding, respect, and learning between Indigenous and non-Indigenous Peoples. We will integrate Indigenous knowledge and wisdom into all aspects of college life. We will become a true friend, supporter, and partner of Indigenous communities and Indigenous students on their learning journey. We will foster a humble posture of learning for continuous improvement within our faculty and staff so that we can fully accomplish what our vision and commitment is calling us to do.

Seven Strategic Pathways Our seven strategic pathways are:

1. Indigenous community engagement

2. Curriculum and program development

3. effective student support

4. effective policies, procedures, and administered processes

5. Inclusive governance, decision-making, and staffing

6. Partnerships with community agencies

7. Measurement and learning for continuous improvement

Strategy One: Indigenous Community Engagement

Honouring the spirit of wahkôhtowin and guided by the Seven Sacred Teachings, the following elder Delores Cardinal actions have been taken or are planned in relation to the strategy. provides advice and counsel to NorQuest 1. r espected Indigenous Elders are part of our Indigenization Strategy team. College students and staff. 2. Indigenous leadership and staff have been hired to guide the implementation of the  Indigenization Strategy. A key role of these positions is developing and maintaining relationships a documentary viewing in the in the broader Indigenous community that NorQuest serves. Indigenous student centre as part of Orange Shirt Day 2017.

NORQUEST COLLEGE Indigenization Strategy 2017 11 Strategic Pathways Moving Forward

3. a n external NorQuest College Indigenous Education Advisory Council, consisting of Indigenous Elders, community members, business, and organizations, has been formed. The council plays a significant role in bridging between our college and important stakeholders within the Indigenous communities in our service area, as well as providing traditionally grounded advice and insights to our ongoing process.

4. t he combination of focus groups, town hall meetings, and consultation sessions with Indigenous community leaders, educators, service providers, Elders, families, students and prospective students, as well as interested community members, will be held at least twice a year. These consultations will be systematically documented and utilized to inform the ongoing transformative work of Indigenization within our college.

5. t he college will sponsor and host an ongoing series of Indigenous speakers and presenters, cultural events such as powwows, bannock and stew suppers, family-oriented gatherings, and special events at holiday times, such as the beginning of the school year and graduation.

Strategy Two: Curriculum and Program Development

Acknowledging that we have much to learn about Indigenous ways of knowing and Indigenous pedagogies, and that Indigenous scholars and educators have already done significant work to guide Indigenization of curriculum and programs, the following actions have been taken or are 1000 Women Chair planned in relation to the strategy. Sheila Witwicky, Brittney Whitford and 1. Key faculty and staff will work together to advance the Indigenization Strategy and set and her daughter Brooklyn, achieve work plans, gathering together to periodically share, learn, focus on, and inform and NorQuest College president and CEO these activities. Dr. Jodi L. Abbott 2 at the 2017 1000 A Pathway to Integrity and Hope 2. t he literature and best practice review paper entitled, , Women: A Million was completed. It focused on launching sustained and broad Indigenization efforts at Possibilities luncheon. NorQuest College, including teaching and learning processes to help guide curriculum reform and development. Many of NorQuest College’s Indigenous students, such as Natasha Hines, spoke 2 The Four Worlds Centre for Development Learning. (March 2016). Indigenization: A Pathway to Integrity and Hope; passionately about A Literature Review in Support of NorQuest’s Indigenization Strategy. Canada 150 and presented a different perspective to the national celebrations.

12 ˆ{Fdq& Wahkôhtowin | We are all related Strategic Pathways Moving Forward

3. a program and curriculum transformation and reform process has been focused on the Indigenization of the Social Work Diploma program and the Community Support Worker Certificate program and their respective course curriculums.

4. Based on our learning from the experience of transforming the programs and courses listed above, other programs and courses will be targeted for Indigenization reform in the months and years to come.

5. a basic Indigenous Studies course is being developed. The course covers Indigenous culture and history, the impacts of colonization, land seizures, treaties and the violation of treaties, residential schools, the 60’s scoop, and other relevant topics. The course will culminate in a review of contemporary Indigenous strengths and innovative responses to the challenges they face, and of the 94 Calls to Action of the Truth and Reconciliation Commission of Canada.

6. Based on experience gained from the development of an initial course, a college diploma program in Indigenous Studies will be developed and offered.

7. In recognition of the social and economic barriers that many Indigenous students face, a bridging program will be developed to help learners prepare themselves for student success in more advanced college work.

8. Based on consultations with Indigenous professionals and community leaders, specialized courses and programs focused on training for work will be developed in collaboration with Indigenous communities, agencies, and institutions. These courses will take into context such issues as community economic development, community healing, youth development, elder care, child care, early childhood education, governance, public sector management, community health, community justice, community environmental protection, community housing management, and others.

9. r ecognizing that some learners require more instructional support, a small group of volunteer instructors began an alternative student academic service with an intertwined the Bull family from social component called The Lighthouse. This program is offered during the noon hour Maskwacis have all benefitted from a and takes a relationship-based approach, and has proven to be extremely popular for NorQuest College Indigenous learners. In this program, there are no service usage guidelines, except those education, taking defined by a mutually respectful relationship. In a recent survey of program users, there courses as a family at was a unanimous demand that the program be available all day, every day. the Wetaskiwin campus.

NORQUEST COLLEGE Indigenization Strategy 2017 13 Strategic Pathways Moving Forward

Our college is in the process of learning from the experiment to find ways to improve the effectiveness of its academic support services for Indigenous learners. This is a work in progress that we must evaluate to show success.

10. l ibraries have been viewed as propagating erroneous information about Indigenous Peoples of Canada and, at the very least, not containing adequate and true depictions of the history and stories of Indigenous Peoples of Canada. NorQuest College has started to examine and update its resources of Indigenous works and ensure representation from Indigenous authors. This is an ongoing process and will take time, effort, and collaboration across the system. The library has also created a central repository of Indigenous resources making it easier for learners and employees to find and access these resources. Meanwhile, the NEOS Library Consortium, of which NorQuest is a member, unanimously agreed to accept in principle the recommendations of the Canadian Federation of Library Association’s (CLFA-FCAC) Truth and Reconciliation Committee Report and Recommendations.

11. Given the current higher rates of Indigenous Peoples in correctional facilities, NorQuest College is uniquely positioned to influence programing in these facilities. Currently, faculty at the college’s correctional campus, located at the , help to educate approximately 150 students who take academic upgrading, personal development, or employment training courses through a consortium agreement with the Northern Alberta Institute of Technology (NAIT), and the Ministries of Justice and Solicitor General, and Advanced Education. NorQuest will continue to deepen its capacity in correctional facilities to make a greater impact on the role education and culture play in the healing those incarcerated.

12. t o the fullest extent possible, all of this work will be guided and implemented by Indigenous Elders, scholars, faculty members, staff, and community resource people in full collaboration with the rest of the college. a s part of the Human Strategy Three: Effective Student Support Library at NorQuest College, Social Work In recognition that many Indigenous students face significant social and economic barriers to graduate, Jeff Chalifoux was a human “book”. student success, the following steps are underway or planned. Indigenous students enjoying the Bannock Bake-Off.

14 ˆ{Fdq& Wahkôhtowin | We are all related Strategic Pathways Moving Forward

1. Key faculty and staff will continue to gather regularly to advance the Indigenization Strategy. This group consists of academic counsellors as well as cultural and spiritual advisors. These outreach workers will be augmented by partnerships with appropriate community agencies and cultural resources to provide assistance in areas that NorQuest cannot assist with, such as child care, transportation, housing, and other challenging issues.

2. l ed by the Indigenous Relations team, and with input from across the college, we will develop a comprehensive Indigenous student support plan in consultation with Indigenous Elders, the external NorQuest College Indigenous Education Advisory Council, community leaders, students, parents, and allied community agencies.

3. n orQuest College will strive to link its student support services to existing community support networks within local Indigenous communities.

4. n orQuest College will establish Indigenous student centres at the main Edmonton campus and at the Wetaskiwin campus. Special effort will be made to ensure these centres feel safe and welcoming to Indigenous students. Particular attention will be paid to guiding and supporting Indigenous students through the steps, stages, and processes of initial inquiry, registration, and the accessing of resources needed for success.

5. Child care and transportation needs are particularly acute for students attending the Wetaskiwin campus, where the majority of students are Indigenous. Transportation barriers significantly impact student capacity to participate fully in NorQuest courses and programs. A business case is being developed to demonstrate the cost-effectiveness and donor interest of NorQuest offering both child care and transportation services to students. Preliminary inquiries and plans have shown that a child care centre could be established within the current Wetaskiwin facility, and proposals for funding have t he Indigenous student centre offers a safe and been developed. welcoming space to one 6. The 1000 Women Child Care Centre opens in fall 2017 in the Singhmar Centre for Learning and all. at the campus. This will assist some, but not all learners in need of rBC Indigenous accessible child care. Mentorship Program ambassadors volunteer at the 1000 Women: A Million Possibilities luncheon in 2016.

NORQUEST COLLEGE Indigenization Strategy 2017 15 Strategic Pathways Moving Forward

7. t he RBC Indigenous Mentorship Program serves as a focal point for the collective identity of Indigenous students at the main NorQuest campus. This student led and employee supported program pays for social and cultural gatherings, special learning events, guest speakers, and has proven to be a critical dimension of Indigenous student life at the college. We will be looking for ways to expand this valuable program to the Wetaskiwin campus.

8. s ince 2014, NorQuest College has hosted an annual First Nations, Métis, and Inuit Summer Youth Leadership Program. Over the course of the two-week camp, youth participate in a program that focuses on self-esteem and leadership development. In partnership with the Edmonton Catholic School Board’s Aboriginal Learner Services, and the Edmonton Public School Board’s First Nation, Métis, and Inuit department, the camp is for Alberta students transitioning into grades 10, 11, or 12. There are no registration or course fees for youth who meet the criteria, and students earn credit towards their high school diploma while learning in an inclusive post-secondary environment. Attendees develop personal, career, and educational plans, learn about traditional Indigenous healing and medicinal plants, connect with Indigenous community leaders, learn leadership qualities, and participate in fun activities and field trips.

9. We recognize that developing special programs and services within NorQuest will take time, may require technical support, and can only be effective if the people running and supporting them are adequately prepared for this work. Employee development will be required that is focused on understanding the impacts of intergenerational trauma, marginalization, and Indigenous cultural awareness. The college is embarking on a process that elevates the importance of cultural competencies including the creation of an in- depth understanding of contemporary Indigenous issues and challenges.

Strategy Four: Effective Policies, Procedures, and Administrative Processes n orQuest College's Policies and procedures facilitate the smooth running of an institution. If, however, these rules Indigenous Youth and regulations create barriers for Indigenous learners or interfere with the healing of our Summer Leadership Program is designed relationships with Indigenous Peoples (i.e., our wahkôhtowin), in-depth consultation is needed for Indigenous, Métis, with Indigenous Elders, educators, and advisors to meet the needs of Indigenous Peoples and Inuit youth, as within our system, and to meet the needs of the system itself. well as other students interested in learning about Indigenous cultures.

16 ˆ{Fdq& Wahkôhtowin | We are all related Strategic Pathways Moving Forward

This work must be guided by the Seven Sacred Teachings, which will bring a perspective that balances administrative priorities with human needs.

In addition, to the implemented Treaty 6 territory acknowledgement, the following actions are underway, or planned in relation to the strategy.

1. Various individuals across the college have been focusing on examining policies, procedures, and administrative processes. The group has been working steadily to make improvements since early 2015. This strategy requires an issue-by-issue, incremental change process.

For example, a discrepancy was found between the dates when NorQuest College required student tuitions be paid (after which penalties or even exclusion from registration could be imposed), and the dates when the Federal Government department responsible for post- secondary education released funds to the First Nations. The First Nations then issued student tuition cheques for their members attending post-secondary institutions. This discrepancy resulted in significant numbers of Indigenous students losing their places in selected programs because they could not meet NorQuest's internal deadline. NorQuest rectified the problem by creating closer working relationships with government funders and First Nations, and by shifting our internal policy to allow for flexibility.

2. a ll employees need to become adaptive enough to address the real service and support needs of Indigenous learners. For this reason, an intensive program development process is required.

3. In the past few years, the college has made Indigenous awareness training a priority for all employees. Through ongoing training, all employees must also learn more about the realities and needs of contemporary Indigenous Peoples and communities. This includes trauma-informed practice, the consequences of poverty and marginalization, and the challenges Indigenous students face related to wellness, child care, transportation, and dependency on often arbitrary government funding programs. Our intention is to create norQuest College’s a process of continuous improvement of services and systems through learning, planning, annual Indigenous action, and measurement. Achievement Ceremony highlights amazing students who are completing their journeys at NorQuest.

NORQUEST COLLEGE Indigenization Strategy 2017 17 Strategic Pathways Moving Forward

Strategy Five: Inclusive Governance, Decision-making, and Staffing

We recognize that our commitment to fully integrate Indigenous knowledge, wisdom, and perspectives into our decision-making and governance processes cannot be accomplished without the inclusion of Indigenous Peoples into those processes. If we are to truly honour the concept of our interrelatedness (i.e., our wahkôhtowin) as guided by the Seven Sacred Teachings, integration has to go far beyond placing a few Indigenous representatives on councils and committees. Full and balanced participation of Indigenous Peoples, and the integration of Indigenous thinking into the ongoing life and decision-making of the college is going to require mutual learning, experimentation, and evaluation. The following steps have been taken or are planned in order to achieve this.

1. a n Indigenous lead guides the Indigenization Strategy, with support from across the institution including Indigenous staff, Elders, and department heads. These individuals provide ongoing guidance for the implementation of the strategy.

2. t he college formed an external NorQuest College Indigenous Education Advisory Council to guide and support the implementation of the Indigenization Strategy. The council assists with the ongoing engagement and participation of community stakeholders in shaping and influencing the development of NorQuest's Indigenization process. As part of this process, senior leaders will meet with the external NorQuest College Indigenous Education Advisory Council at least twice a year to discuss the ongoing progress of the Indigenization Strategy. Updates will also be made to the appropriate college committee on at least an annual basis. Gordon Holub, a Student Representative 3. Given the population that NorQuest serves, we welcome diversity of culture, race, age, on the NorQuest background, education and experience. Historically and currently, NorQuest has had College Board of Governors and Social Indigenous members on the Board of Governors. With this in mind, the Board will continue to Work student, at the endeavor to recruit and recommend qualified Indigenous members. Community Dialogue on Reconciliation 4. n orQuest College has endorsed and is committed to following the Indigenous Education during National Protocol developed by Colleges and Institutes Canada (CICan) (see Appendix A). Indigenous Day in 2017.

5. n orQuest is building collaborative partnerships with the leadership and education r BC Indigenous Mentor departments of Indigenous communities across our service area. The purpose is to Crystal Thompson (left) create mechanisms for these communities to influence and guide course and program helps make a dream catcher during National Indigenous Day.

18 ˆ{Fdq& Wahkôhtowin | We are all related Strategic Pathways Moving Forward

development, suggest improvements related to student success and student services, help to improve policies and procedures, and support the process of Indigenization.

6. A bilateral stakeholder consultation process will be held. It will utilize mechanisms such as focus groups, town hall gatherings, and special meetings with students, parents, Indigenous leaders, educators, Elders, and community members to contribute to our collective understanding of what is and what is not happening with our Indigenization Strategy.

7. We understand that ongoing learning needs to be integrated into management and governance processes. As we reflect upon the implementation of the Indigenization Strategy, we must continue to learn from experience, as well as from strategic learning inputs, and continuously improve what we are doing.

8. We recognize that to Indigenize the college also means hiring more Indigenous people in every level of our institution. We are therefore committed to developing and implementing a focused Indigenous staffing initiative to help ensure Indigenous managers, staff, and faculty become a significant part of our workforce.

Strategy Six: Partnership with Community Agencies

The Seven Sacred Teachings call us to care for one another within our NorQuest family. But we are also called to humility. NorQuest College fully recognizes that we have a lot to learn. We do not have all of the expertise and capacity we need to fully and effectively carry out all of the actions in our Indigenization Strategy. We also recognize that there are many competent and capable Indigenous professionals and community agencies already providing some of the essential services that our Indigenous students need. Our long-range goal will be to develop capacities that are needed to fully implement our Indigenization Strategy. This may include capacity development of our own employees, or the establishment of long-term partnerships. This will be determined through the development process we are norQuest College’s annual Week of now undergoing. Welcome events always have a vibrant The following are some of the steps we have taken or plan to take in relation to the strategy. Indigenous component. 1. We are exploring options for child care at our main campus, including the new 1000 t he college’s annual Women Child Care Centre. We have also developed proposals for a Wetaskiwin Campus Inclusion Fusion event child care centre. makes for a mosaic of cultures and music.

NORQUEST COLLEGE Indigenization Strategy 2017 19 Strategic Pathways Moving Forward

2. While we currently have mental health professionals capable of focusing on supporting Indigenous learners on a wellness journey, we recognize this area needs to be strengthened by adding Indigenous professionals capable of utilizing Indigenous worldviews to include family dynamics and community support systems.

We plan to collaborate with community-based agencies to augment our own capacity, and to ensure our students have the best possible resources for self-care.

3. We know that transportation can be a major barrier for many of our Indigenous students, especially those living on-reserve or in rural areas. We plan to engage relevant stakeholders in a consultation and planning process to search for viable solutions to this issue, such as a bus service, carpooling or some form of subsidization.

4. We acknowledge that barriers to employment continue to factor in some Indigenous Peoples’ lives, preventing them from creating better lives for themselves and their families. Thus, we have forged partnerships with Indigenous communities, Indigenous organizations, and other community partners through our Alberta Indigenous Construction Career Centre (AICCC). The centre is a unique, client-focused employment service designed to connect prospective Indigenous workers with employers recruiting for construction-related careers. Funding for the AICCC currently comes from industry partners and the Government of Alberta, working in partnership with the Government of Canada, to provide employment support programs and services. Space and administration is provided in-kind by NorQuest College.

5. We also recognize that poverty creates many barriers for some NorQuest students. While we certainly do not underestimate the complexity and sheer difficulty of this issue, we also know that targeted poverty mitigation and reduction strategies can work. This is an area that requires intense consultation, learning, and experimentation. We are committed to working with Indigenous communities and agencies to ensure student success is a shared outcome. Manager Ruby Littlechild announces the creation of the Strategy Seven: Measurement and Learning for Continuous Improvement Alberta Indigenous Construction Career If we are respectful of the guidance we have received from Indigenous Elders and advisors; if Centre (AICCC) in we are truthful about the complexity and difficulty of the path we have set for ourselves; if March 2015. we are honest with ourselves about our own strengths, but also our own shortcomings; and if we are humble and courageous enough to face the difficult path of change in partnership with the AICCC helps Indigenous Peoples find careers in the construction industry.

20 ˆ{Fdq& Wahkôhtowin | We are all related Strategic Pathways Moving Forward

Indigenous people and communities—if all of those things come to pass—only then will we achieve our vision and fulfill our commitment. We realize that accomplishing this will take strong and committed leadership.

The following steps have been taken or are planned in relation to the strategy.

1. a basic eight-module Indigenous awareness and training program (named the Butterfly Moon Project) is offered to all college employees. Approximately 80 per cent of staff and 40 per cent of faculty have already taken some form of Indigenous awareness training. Other selected training for inclusive competencies will become essential for frontline staff, managers, and faculty by the end of 2018, as identified in the Inclusive Engagement Scale. The college has set a target that 62 per cent of all employees will receive satisfactory inclusion training by 2017/18.

2. t he Indigenous Relations team will develop an Indigenization Strategy Learning Plan that is closely linked to the specific performance and outcome targets of the Indigenization Strategy. The plan will be updated at least twice annually.

3. s upport for staff related to the implementation of the Indigenization Strategy will be integrated into the work plans of all departments across the institution.

4. t he Indigenous Relations team will develop an Indigenization Strategy Monitoring and Evaluation Plan. The plan will utilize an outcome mapping approach that combines ongoing action with continuous evaluation and a constant focus on the outcomes being achieved. The team will regularly report outcomes of the Indigenization Strategy to the NorQuest College Board of Governors.

5. t he Indigenous Relations team will develop a regular biannual schedule of stakeholder consultations (both Indigenous community stakeholders and stakeholders across the s tudents and employees take part in NorQuest system). The team will consider the input received in the ongoing monitoring a round dance during and evaluation process. Inclusion Fusion

6. As we walk this journey together, we will monitor our activities and actions to reflect a balance during International between Indigenous and non-Indigenous worldviews. What is learned will be integrated into Development week, ongoing implementation in all the various departments and programs across NorQuest. The NorQuest College students speak about Indigenous lead will coordinate this ongoing learning and action process with support from the unique challenges individuals across the college who are advancing indigenization efforts. they face.

NORQUEST COLLEGE Indigenization Strategy 2017 21 Summary: The Sacred Tree of Life

We began with the Cree concept of wahkôhtowin and the Seven Sacred Teachings that can guide us to a healthy and balanced relationship between Indigenous Peoples and the rest of Canada. The image of the Sacred Tree of Life is utilized by many Indigenous people to talk about how all parts of the tree of the human family are interdependent. The growth and well- being of the tree depends on the flourishing of all parts of the tree. The roots, trunk, leaves, branches, flower, and fruit all have their function, and all of these functions are interrelated. If any one part of the tree is damaged or prevented from making its contribution to the whole, then the tree cannot flourish. Similarly, we are learning that a true and respectful partnership between Indigenous and non-Indigenous collaborators can result in much better outcomes for all of us, both within the life of our college, and for Canada as a still-emerging nation.

The fundamental truth we have discovered is that as we get our relationships right, the rest falls into place.

a diverse group of NorQuest College students at the grand opening of the Singhmar Centre for Learning.

22 ˆ{Fdq& Wahkôhtowin | We are all related Summary: The Sacred Tree of Life

The Tree of our Wahkôhtowin

Respect Love

Truth Humility

Courage Honesty

Wisdom

NORQUEST COLLEGE Indigenization Strategy 2017 23 Appendix A: Colleges and Institutes Canada – Indigenous Education Protocol for Colleges and Institutes3

Colleges and Institutes are key providers of applied post-secondary education for Indigenous communities across Canada. They are often the only post-secondary institution present in remote northern communities and many of them have been working actively to create curriculums that respect Indigenous values and cultures.

Colleges and institutes respect and recognize that Indigenous Peoples include First Nation, Métis, and Inuit Peoples, having distinct cultures, languages, histories and contemporary perspectives.

They recognize that Indigenous education emanates from the intellectual and cultural traditions of Indigenous Peoples in Canada. They also believe that Indigenous education will strengthen colleges’ and institutes’ contribution to improving the lives of learners and communities.

In order to reaffirm the importance of Indigenous education, Colleges and Institutes Canada, in consultation with its members and partners in indigenous communities has developed an Indigenous Education Protocol. This important document underscores the importance of structures and approaches required to address Indigenous Peoples’ learning needs and support self- determination and socio-economic development of Indigenous communities.

This protocol is founded on seven principles that aim to guide the institutions who will agree to sign on to this aspirational document.

Signatory institutions agree to:

1. Commit to making Indigenous education a priority.

Exemplary practices for implementing this principle include:

• Embed the mandate to serve Indigenous learners and communities in colleges’ and institutes’ strategic plans to ensure Indigenous learner needs are considered in institutional planning and decision-making.

2. Ensure governance structures recognize and respect Indigenous Peoples.

Exemplary practices for implementing this principle include:

• Ensure Indigenous representation on college and institute Boards of Governors, Program Advisory Committees, Student Associations through delegated seats for First Nation, Métis and Inuit leaders, and allow for parallel Indigenous Advisory Councils and Elder/Métis Senator Councils.

3 Colleges and Institutes Canada. (2017). Indigenous Education Protocol for Colleges and Institutes. Retrieved from www.collegesinstitutes.ca.

24 ˆ{Fdq& Wahkôhtowin | We are all related Appendix A: Colleges and Institutes Canada - Indigenous Education Protocol for Colleges and Institutes

3. Implement intellectual and cultural traditions of Indigenous Peoples through curriculum and learning approaches relevant to learners and communities.

Exemplary practices for implementing this principle include:

• Transition and upgrading programs:

• Build linkages and partnerships between K-12 and post-secondary education systems, including the availability of dual-credit options between colleges/institutes and high schools;

• Integrate Indigenous-focused upgrading programs or modules into standard provincial upgrading programs;

• Offer flexibility in the delivery of transition programs to allow adult learners to pause and restart programs as required due to family, community, or work obligations; and

• Use culturally relevant assessment tools, which may differ for First Nation, Métis, and Inuit learners.

• College and institute curriculum:

• Capture and reflect history, including oral history, as understood by Indigenous Peoples, across curriculum;

• Promote and support the preservation of Indigenous languages;

• Embed intellectual and cultural traditions of Indigenous Peoples;

• Combine educational pedagogy and epistemology infused with Elder/Métis Senator knowledge;

• Confront the legacy of residential schools, recognizing the challenge of institutional settings and supporting healing and reconciliation; and

• Recognize that Indigenous knowledge can benefit all learners (e.g. environment, justice) and have processes for two-way sharing (e.g. both scientific and traditional ways).

• Learning Approaches:

• Offer flexibility in program and course delivery and allow for stop-out and start-up options;

• Develop and deliver community-based education and training programs that are aligned with the economic, social development, and labour market needs of Indigenous communities, recognizing that First Nation, Métis, and Inuit Peoples are distinct and that their communities will differ in terms of the education programs required;

• Legitimize traditional knowledge by giving post-secondary credits for this knowledge, as for other skills and areas of expertise.

NORQUEST COLLEGE Indigenization Strategy 2017 25 Appendix A: Colleges and Institutes Canada - Indigenous Education Protocol for Colleges and Institutes

4. Support students and employees to increase understanding and reciprocity among Indigenous and non-Indigenous Peoples.

Exemplary practices for implementing this principle include:

• Acknowledge the territory and land on which colleges and institutes are located and serve and integrate the use of Indigenous language at events, ceremonies, and meetings.

• Include traditional ways of doing and being in the processes associated with institutional functioning (e.g. Elder/Métis Senator opening words/prayers, feasts, drum dancing, healing circles/sharing circles, storytelling).

• Create an environment where everyone has responsibility for Indigenous issues by adopting a cross-accountability rather than a silo structure.

• Offer staff and faculty training on Indigenous history, intercultural training for all (faculty, administration, support staff, facilities), including experiential, hands-on learning activities, and land and place-based learning.

5. Commit to increasing the number of Indigenous employees with ongoing appointments throughout the institution, including Indigenous senior administrators.

Exemplary practices for implementing this principle include:

• Improve frontline services for Indigenous students by allocating resources to ensure regular access to services from Elders/Métis Senators from the community or in residence.

• Establish targets for hiring First Nation, Métis, and Inuit employees at colleges and institutes, at all levels.

• Ensure institutional hiring and human resource development strategies identify goals and approaches for increasing the number of Indigenous staff and faculty.

6. Establish Indigenous-centred holistic services and learning environments for learner success.

Exemplary practices for implementing this principle include:

• Initiate recruitment with Indigenous students earlier than grades 7 to 10 to expose youth to college/institute programs and related career opportunities, and link them to prerequisites they need in high school.

26 ˆ{Fdq& Wahkôhtowin | We are all related Appendix A: Colleges and Institutes Canada - Indigenous Education Protocol for Colleges and Institutes

• Offer culturally relevant assessment services :

• Prior Learning Assessment and Recognition (PLAR) services to recognize traditional knowledge base and life experience of learners;

• English/French and math skills assessments must recognize the English or French gap for Indigenous language speakers, and allow more time to complete to support success.

• Change the symbolism that exists throughout the institution so that it is more respectful and inclusive of Indigenous ways and increases visibility of Indigenous culture through gathering spaces, gardens, signage, art work, and ceremonies.

• Move from a safe space to a safe campus approach by ensuring that culture, language, and Elder/Métis Senator involvement is not compartmentalized and is visible and viable across all aspects of the institution and students’ experiences.

• Offer Indigenous-centred support services to address the needs of learners holistically and guided by the wisdom and leadership of Elders/Métis Senators, including:

• Elder/Métis Senator services from the community or in residence;

• housing, child care, and transportation;

• tutoring and learning supports;

• health care and mental health counselling;

• mentorships and role models from alumni and graduating students;

• career and employment counselling; and

• activities structured around family.

• Ensure support services are multi-pronged to meet the diverse needs of Indigenous people: urban, rural, Status, Non-Status, First Nation, Métis, and Inuit.

• Integrate systems and provisions to eliminate financial barriers for Indigenous students including:

• sponsored seats;

• funds for participation in upgrading programs;

• financial assistance, including bursaries and scholarships;

• partnership funding to host visits, meetings, and events;

• base funding allocation by the institution to minimize dependency on soft funding;

• waive tuition for children in care;

• differentiated funding models within institutions to account for smaller enrolment.

NORQUEST COLLEGE Indigenization Strategy 2017 27 Appendix A: Colleges and Institutes Canada - Indigenous Education Protocol for Colleges and Institutes

7. Build relationships and be accountable to Indigenous communities in support of self-determination through education, training, and applied research.

Exemplary practices for implementing this principle include:

• Formalize college and institute partnerships with First Nations, Métis, and Inuit communities, Indigenous institutes of higher learning and Indigenous organizations such as Friendship Centres and Métis Community Councils, recognizing the equal partnership status.

• Identify community needs in an open and genuine consultation approach including :

• how the community wants to work with the college/institute;

• the content of the education and training programs; and

• delivery approaches and locations.

• Ensure college/institute partnerships with Indigenous communities are responsive to economic development and labour market needs by:

• Fostering opportunities for community-college-industry engagement and joint projects; and

• Supporting entrepreneurship and business development in Indigenous communities.

• Develop and share curriculum on governance of Indigenous communities and build a deeper knowledge, understanding, and appreciation around self-governance and self-determination.

• Support Indigenous community sustainability by offering community-based programs that address industry and environmental concerns.

28 ˆ{Fdq& Wahkôhtowin | We are all related

NorQuest College | A proud partner in Campus Alberta 10215 108 Street NW Edmonton, Alberta, Canada T5J 1L6

Step Forward norquest.ca

Printed in Canada