The Office of Indigenization was created in 2012 (staffed by the Associate Director and administrative support through the Vice President Academic office) as a cross-Institute resource for support and enhancement of Indigenization.
Over the last several years JIBC has been gathering input, recommendations and advice in order to develop the Indigenization Plan 2015-2020. JIBC worked with Transformation International to facilitate a planning session in October 2013 with the Aboriginal Education Advisory Council (AEAC) and the President, Vice-President Academic, and JIBC staff to provide input into the Indigenization Plan (Draft).
The plan was notionally approved by the AEAC in May 2014 with the understanding that Indigenous community engagement would be undertaken to garner additional feedback for a final draft to be published in 2015. This has occured and the plan was approved at the May, 2015 meeting.
What is Indigenization?
At the basic level, Indigenization implies a commitment to understanding the historical, social, and economic conditions of Indigenous populations that fosters respect and understanding of the cultures, traditions, languages and protocols of Indigenous people into the work and learning environment at the JIBC.
To operationally achieve the mandate of the Office of Indigenization several objectives have been established:
- To ensure culturally appropriate education and services to Indigenous learners;
- increase the number of Indigenous learners and ensure the retention and success of those students;
- share Indigenous culture, history, and knowledge to staff, faculty, students and the public;
- develop and review curriculum and policies to reflect Indigenization; and
- to increase our community engagement and partnerships with Indigenous communities, organizations and institutions.
The indigenization initiative is in keeping with the JIBC’s 2010-2015 Strategic Plan:
|1.4||Identify and offer professional programs that meet the needs of Aboriginal Peoples in BC|
|2.6||Recognize the unique identity and educational needs of Aboriginal Learners, and enhance equitable and collaborative partnerships with Aboriginal Peoples to provide culturally appropriate education, training and research|
The central purpose of integrating Indigenous knowledge into Canadian schools is to balance the educational system to make it a transforming and capacity building place for First Nations students.
Dr. Marie Battiste. Indigenous Knowledge and Pedagogy in First Nations Education: A Literature Review with Recommendations. Prepared for the National Working Group on Education and the Minister of Indian Affairs, Indian and Northern Affairs Canada (INAC). Ottawa, ON. (2002, p. 29)
Last updated January 12, 2019