Member Voices: CAUT’s 2024 Aboriginal Academic Staff Conference
November 13, 2024
In October, FSA member Kerly Hitchcock, supported by the TEAM program, attended the Canadian Association of University Teachers' (CAUT) Aboriginal Acadmeic Staff Conference in Regina. Below is Kerly's report back on the event.
Overview
The overarching theme of this year’s Aboriginal Academic Staff Conference was connectedness. The conference provided a rich platform for discussions on the importance of connectedness in education, particularly from Indigenous perspectives.
Highlights
Speaker: Peter McInnis
Peter McInnis, President of CAUT and Professor of History, addressed the current platform of BC Conservative Leader Rustad, who is advocating for the recall of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). This remark prompted further questions regarding how UNDRIP has been integrated into BC law, which I explored in greater depth at a subsequent conference.
Speaker: Elder David Newhouse
Elder David Newhouse recommended beginning educational sessions with a Thanksgiving video from YouTube, emphasizing gratitude in teaching. I couldn’t agree more. Many more presentations by Elder Newhouse were given at the conference.
I also learned a bit about the oldest Indigenous Studies department in Canada, which is in the University of Manitoba. The department’s Dr. Emma LaRocque is recognized as one of the key people to ensure it survived a time of budget cuts in the early 70’s, hence the now 50-year legacy of program at the University of Manitoba, showcasing its strength and relevance.
Keynote Speaker Dr. Niigaanwewidam James Sinclair:
Dr. Sinclair's keynote was particularly impactful for me; his insights resonated deeply and prompted me to re-listen to his address multiple times. He articulated the contrast between Western and Indigenous perspectives on spirituality, emphasizing that while Western thought often seeks God externally Indigenous understanding acknowledges the divine spark within each individual. He raised concerns about the challenges of Indigenizing universities, including but not limited to:
- Hierarchical leadership structures
- The tension between individuals and community choice
- The physical displacement of students from the land
Dr. Sinclair referred to the Newhouse/Abott Report (2024) from the University of Manitoba, which outlines recommendations for enhancing Indigenous leadership within academic institutions.
Dr. Sinclair also presented key principles for Indigenous education, which included:
- Research: Indigenous methodologies.
- Indigenous research is collective and relational, focusing on interconnections within ecosystems.
- Gifting is part of the research method, and the act of gifting is interacting with creation.
- Teaching: Encouraging exploration of how knowledge is shared and where it resides, reflecting the community's essence.
- Service: Highlighting the importance of collective effort in building supportive educational environments. “We all have to have a hand in building it to work in it.”
Dr. Sinclair proposed a framework for effective Indigeneity, consisting of:
- Presence: As an example of this would be recognizing land history through land acknowledgments.
- Practice: Fostering collaboration with Indigenous leaders and communities.
- Pedagogy: Committing to shared decision-making processes, as exemplified by Bill C-15.
- Permanence: Ensuring ongoing relationships that sustain community engagement.
He concluded by emphasizing that educational institutions’ role is in shaping individuals to be good nephews, nieces, sisters, brothers, as this will contribute positively to our communities, likening this process to the nurturing of relationships akin to making lasagna rather than serving chips.
Personal Reflection
Attending the CAUT conference was a transformative experience that reinforced the importance of connection and community, both personally and professionally. Meeting others at the conference who share similar experiences and backgrounds—particularly those who, like me, have taught in post-secondary institutions—was incredibly validating. As someone of mixed heritage, including Quechua, growing up in Edmonton, I often faced cultural racism, typically being the only person of colour in my circles. At the time, I doubted whether the racism I experienced was real, simply because I was often alone in those situations. However, connecting with peers who have faced similar challenges was profoundly affirming and helped me realize that my experiences are valid.
The discussions around pedagogy and UNDRIP enriched my understanding and offered me new avenues for engagement. I was particularly grateful for the opportunity to connect with rad colleagues such as Dr. Riannah Robinson and Dr. Mary Beth Doucette, whose knowledge and insights were truly inspiring.
Despite my busy schedule, attending this conference rejuvenated me and filled my intellectual and emotional tank. It has encouraged me to be more deliberate in how I allocate my time moving forward.
Conclusion
The CAUT conference was not only informative but also deeply fulfilling, reinforcing my commitment to fostering connectedness and collaboration in education. The insights gained will guide my future endeavors in promoting Indigeneity, and an inclusive and equitable learning environment. We are in practice together.